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FOR  USE  ONLY  IN 
THE  NORTH  CAROLINA  COLLECTION 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  North  Carolina  at  Chapel  Hill 


http://www.archive.org/details/consolidatedrepo1927nort 


CONSOLIDATED  REPORT 

OF 

THE  STATE  EDUCATIONAL 
COMMISSION 

ON 

THE  PUBLIC  SCHOOL  SYSTEM 
OF  NORTH  CAROLINA 

WITH  A  FOREWORD  BY 
GOVERNOR  A.  W.  McLEAN 


PART  I — The  Support  of  the  Constitutional  Minimum  Term 

The  Lengthening  of  the  Constitutional  Minimum  Term 

PART  II — Teacher  Training 

PART  III— The  State   Special  Building  Fund 
Consolidation  and   Transportation 

PART  IV— The  Financial  Condition  of  Counties 


PARTS  I,  II  AND  III  SUBMITTED  JANUARY  15,  1927 
PART  IV  SUBMITTED  JUNE  30,  1927 

TO 

ANGUS  WILTON  McLEAN 

GOVERNOR 


RALEIGH 

EDWARDS   &   BROUGHTON    COMPANY 

1928 


THE  STATE  EDUCATIONAL  COMMISSION 

J.  0.  Carb,  Chairman Wilmington 

J.  Y.  Joyner,  Executive  Secretary Raleigh 

T.  Winqate  Andrews High  Point 

Mrs.  J.  A.  Brown Chadbourn 

Mrs.  J.  G.  Fearing Elizabeth  City 

S.  C.  Lattimore Shelby 

Mrs.  E.  L.  McKee Sylva 

J.  K.   Norfleet Winston-Salem 

Nathan   O'Berry Goldsboro 

Edgar  W.  Pharr Charlotte 

C.  E.  Teague Sanford 

Stanley  Winborne Murfreesboro 


THE  HEADQUARTERS   STAFF 

Fred  W.  Morrison,  Assistant  Executive  Secretary,  Director  of  Investigations 
of  Finance  and  Administration. 

M.  C.  S.  Noble,  Jr.,  Director  of  Investigation  of  Teacher  Training. 

J.  E.  Sawyer,  Statistician. 

Mary  Alice  Robertson,  Assistant  Statistician. 

Katherine  Hardesty,  Stenographer. 


OFFICE  OF  HEADQUARTERS  STAFF 
Raleigh,  North  Carolina. 


FOREWORD 

By  Governor  McLean 

The  State  Educational  Commission  submitted  its  report  in  two  parts, 
one  on  January  15,  and  the  other  on  June  30,  1927,  both  of  which  are 
included  in  this  volume. 

Believing  that  educational  progress  in  North  Carolina  would  be 
advanced  if  the  facts  relating  to  our  educational  needs  could  be  sur- 
veyed, I  recommended  to  the  General  Assembly  of  1925,  that  an  Edu- 
cational Commission  should  be  appointed,  charged  with  the  duty  of 
investigating  the  educational  needs  of  the  State  and  reporting  its  find- 
ings of  fact  and  its  recommendations  thereon  to  the  General  Assembly 
of  1927. 

Acting  under  the  authority  conferred  by  the  special  act,  creating  the 
Commission,  I  appointed,  on  March  3,  1926,  the  following  members : 
J.  0.  Carr,  Wilmington;  Dr.  J.  Y.  Joyner,  Raleigh;  L.  D.  Robinson, 
Wadesboro;  James  K.  Norfleet,  Winston-Salem;  Mrs.  J.  A.  Brown, 
Chadbourn ;  Charles  A.  Webb,  Asheville ;  Thos.  D.  Warren,  New  Bern ; 
Mrs.  J.  G.  Fearing,  Elizabeth  City;  Mrs.  E.  L.  McKee,  Sylva;  Prof. 
T.  Wingate  Andrews,  High  Point;  Prof.  C.  E.  Teague,  Sanford;  and 
Samuel  C.  Lattimore,  Shelby.  Subsequently,  Mr.  Warren  resigned,  and 
Edgar  W.  Pharr,  of  Charlotte,  was  appointed  in  his  place;  Mr.  Webb 
resigned,  and  Stanley  Winborne,  of  Murfreesboro,  was  appointed  to 
succeed  him;  Mr.  Robinson  resigned,  and  Captain  Nathan  O'Berry, 
of  Goldsboro,  was  appointed  in  his  stead. 

The  Commission  held  its  first  meeting  on  March  22,  1926,  and 
organized  by  electing  Mr.  Carr,  Chairman ;  and  Dr.  Joyner,  Secretary. 
As  provided  in  the  Act,  an  Executive  Committee  was  appointed  by  me, 
consisting  of  Mr.  Carr,  Dr.  Joyner,  Mrs.  Brown,  Mr.  Robinson  and 
Mr.  Norfleet.  The  Commission  elected  Dr.  Fred  W.  Morrison,  Assistant 
Executive  Secretary. 

It  will  be  seen  that  the  personnel  of  the  Commission  comprised  twelve 
men  and  women  engaged  in  the  educational,  professional  and  business 
activities  of  the  State,  who  represented  the  best  types  among  our  intel- 
lectual and  practical  citizenry. 

Frankly  realizing  that  the  magnitude  of  the  work  and  the  limited 
time  for  performing  it  would  not  allow  a  complete  survey  of  both  our 
higher  educational  institutions  and  the  public  school  system  of  the 
State,  the  Commission  limited  the  scope  of  its  work  to  a  survey  and 
report  upon  the  public  school  system. 

It  entered  upon  its  task  with  open,  unprejudiced  minds,  determined 
to  find  the  true  facts  in  relation  to  the  needs  of  the  sysem,  and  to  make 
these  facts  the  basis  of  its  recommendations  to  the  General  Assembly. 
It  is  needless  to  say  that  the  Commission  was  appointed  neither  to  con- 


iv  Foreword 

demn  nor  to  praise  our  system  of  public  schools  but  to  investigate 
thoroughly  its  conditions  and  needs,  to  suggest  measures  for  improving 
its  administration,  through  better  organization,  and  a  more  equitable 
distribution  of  the  financial  burden,  as  a  basis  upon  which  the  General 
Assembly  should  provide  by  sounder  planning  for  the  future,  as  nearly 
as  practicable,  equal  educational  opportunity  for  all  the  children  of 
the  State. 

The  1927  General  Assembly  with  the  facts  presented  in  Part  I  of 
the  report  of  the  Commission  before  it,  and  in  accordance  with  the 
recommendations  of  the  Commission,  enacted  the  following  far-reaching 
legislation,  relating  to  public  education:  (1)  On  the  recommendation 
of  the  Commission,  for  an  annual  equalizing  fund  of  four  million 
dollars,  it  provided  three  million  two  hundred  and  fifty  thousand  dol- 
lars, for  each  year  of  the  next  biennium,  thus  more  than  doubling  this 
fund  as  compared  with  the  amount  provided  in  previous  years;  (2)  it 
made  substantial  provision  for  enlarging  the  teacher  training  facilities 
at  the  various  State  institutions  of  higher  learning;  (3)  it  authorized 
an  additional  loan  by  the  State  for  the  special  school  building  fund  in 
the  sum  of  two  million  five  hundred  thousand  dollars,  in  addition  to  the 
fifteen  millions  previously  provided,  to  be  used  in  the  erection  of  rural 
school  houses;  (4)  it  provided  for  the  establishment  of  modern  methods 
of  school  accounting  and  fiscal  procedure;  (5)  through  the  enactment 
of  the  County  Finance  and  Fiscal  Control  Acts,  it  provided  for  the  pre- 
vention of  current  school  deficits,  by  requiring  (a)  the  county  com- 
missioners to  levy  sufficient  taxes  to  meet  the  approved  budget  for  the 
six  months  school  term,  and  (b)  the  County  Boards  of  Education  to 
live  within  their  approved  bud,gets;  and  also  provided  for  a  more 
satisfactory  and  constructive  method  of  financing  the  erection  of  new 
school  buildings:  and  (6)  it  authorized  the  appointment  by  the  Gov- 
ernor, of  a  State  Tax  Commission  to  make  a  complete  study,  survey, 
and  report  of  the  whole  scheme  of  state  and  local  taxation  for  the 
purpose  of  enabling  the  next  General  Assembly  to  provide  a  more  equit- 
able distribution  of  the  tax  burden  for  schools  and  other  purposes. 

Part  II  of  the  report,  dealing  with  the  financial  condition  and  out- 
standing indebtedness  of  the  counties,  cities,  towns,  and  other  local 
subdivisions,  published  on  June  30,  1927,  is  a  particularly  valuable 
study,  because  it  presents  the  facts  in  detail,  relating  to  the  indebtedness 
of  these  units  and  to  local  taxes  upon  property,  for  both  current  ex- 
penses and  debt  service,  thus  giving  a  true  picture  of  the  financial  burden 
of  all  the  local  sub-divisions  of  government. 

Upon  the  whole,  I  think  it  may  be  frankly  said  that  the  facts  pre- 
sented in  this  consolidated  report  of  the  Educational  Commission  have 
been  the  means  of  giving  to  the  General  Assembly,  the  taxpayers  and 
others  interested,  for  the  first  time,  complete  and  accurate  information 
relative  to  the  conditions  and  needs  of  the  public  school  system,  the 


Foreword  v 

means  of  financing  it,  and  the  relative  distribution  of  the  tax  burden.. 
Therefore,  I  think  that  it  may  reasonably  be  assumed  that  the  General 
Assembly  will  be  enabled  to  deal  more  intelligently,  more  constructively, 
and  withal,  more  liberally,  in  providing  for  the  support  of  the  public 
school  system,  in  the  future,  than  it  has  in  the  past.  Confirmatory  of 
this  opinion,  it  may  be  recalled  that  the  last  General  Assembly,  after 
receiving  Part  I  of  the  report,  more  than  doubled  the  amount  of  the 
Equalizing  Fund,  and  undoubtedly  would  have  provided  the  entire  four 
million  dollars  annually,  recommended  by  the  Commission,  but  for  the 
fact  that  the  report  of  the  Commission  was  not  available  until  some 
time  after  the  General  Assembly  met,  when  it  was  most  difficult  to 
reform  and  recast  the  Revenue  and  Appropriation  Acts  so  as  to  provide 
for  the  full  amount  recommended.  The  facts  found  by  the  Commission 
and  the  discussion  which  followed  not  only  provided  a  three  and  a 
quarter  million  dollar  Equalizing  Fund  annually,  and  thereby  placed 
the  support  of  the  present  six  months  school  term  on  a  more  equitable 
basis,  but  it  has,  by  informing  the  General  Assembly  and  the  people, 
created  sound  public  sentiment,  and  thus  paved  the  way  for  another 
substantial  increase  in  the  Equalizing  Fund  at  the  next  session  of  the 
General  Assembly,  sufficient  to  completely  equalize  the  burden  of  the 
six  months  school  term. 
/     Above  all,  it  has  paved  the  way  for  the  uniform  eight  months  school 

/    term,   which  is  the   next  forward  step   in   public   education   in   JSTortJ; 

I     Carolina. 

X.  In  this  connection,  I  take  occasion  to  repeat  here  what  I  have  said 
to  Dr.  A.  T.  Allen  and  others  many  times  in  the  last  four  years :  The 
matter  of  the  eight  months  school  term  is  largely  an  economic  question, 
involving  the  relative  ability  of  the  taxpayers  to  bear  the  financial 
burden  necessary  to  support  it.  I  have  felt  and  still  feel  that  it  would 
not  only  be  unjust,  but  perhaps  unmoral,  to  compel  the  less  wealthy 
agricultural  counties  of  the  State  to  assume  the  financial  burden  of 
an  eight  months  school  term,  until  the  burden  of  the  six  months  school 
term  has  been  fairly  and  equitably  distributed. 

With  the  illuminating  facts  found  and  presented  by  the  Educational 
Commission  and  the  consequent  acceleration  of  public  sentiment,  the  last 
General  Assembly  made  a  great  forward  stride  toward  the  goal  of  the 
eight  months  term,  when  it  more  than  doubled  the  Equalizing  Fund, 
particularly  in  view  of  the  fact  that  it  had  to  provide  substantial  in- 
creases for  all  other  services  of  the  State  government,  including  interest, 
sinking  fund,  and  serial  payments  upon  the  outstanding  public  debt. 

The  increase  of  the  Equalizing  Fund  from  one  and  one-half  million 
dollars  to  three  and  one-quarter  million  dollars  has  meant  a  far-reaching- 
reduction  in  the  proportion  of  the  cost  of  maintaining  their  six  months 
terms  which  the  poorest  counties  must  bear.  The  basis  on  which  a 
county  participates  has  been  broadened.     Before  1927  the  State  aided 


vi  Foreword 

only  in  the  payment  of  teachers'  salaries ;  now  the  state  aids  in  the  pay- 
ment of  salaries  and  of  other  current  expenses.  The  million  and  a  half 
dollar  fund  provided  slightly  more  than  one-fifth  of  the  seven  million 
dollar  salary  fund  (according  to  the  state  schedule)  of  the  76  counties 
participating  in  it;  the  three  and  a  quarter  fund  provided  three-tenths 
of  the  eleven  million  dollar  current  expense  fund  of  the  90  counties 
now  participating.  In  other  words  the  State  is  now  paying  an  average 
of  thirty  per  cent  of  the  current  expenses  of  the  six  months  term  of 
all  except  the  ten  wealthiest  counties  of  the  State.  The  public  should 
bear  in  mind,  however,  that  the  State  does  not  pay  a  flat  thirty  per 
cent  of  current  expenses  of  each  of  the  90  participating  counties;  it 
pays  only  a  small  proportion  for  the  richer  counties  participating  and 
the  major  part  of  the  poorest  counties.  For  example,  the  State  pays 
only  0.6  per  cent  of  the  current  expenses  of  Rowan  County,  which  was 
the  last  county  to  share  in  this  fund ;  it  pays  only  3  per  cent  of  the 
current  expenses  of  Graham,  4  per  cent  of  Pasquotank,  and  6  per  cent 
of  Wayne.  On  the  other  hand,  it  pays  more  than  50  per  cent  of  the 
current  expenses  of  nine  of  the  poorest  counties ;  andj  for  the  very 
poorest,  Clay  and  Dare,  it  actually  pays  two-thirds  of  the  current 
expenses  or  operating  cost  of  their  six  months  school  term. 

The  State  Superintendent  of  Public  Instruction  estimates  that  an 
increase  by  the  next  General  Assembly  of  one  million  dollars  in  the 
equalizing  fund,  for  the  first  year  and  of  one  and  one-half  million  dol- 
lars for  the  second  year  of  the  next  biennium  will  complete  the  equitable 
distribution  of  the  burden  of  financing  the  six  months  term. 

I  have  said  that  the  constructive  work  of  the  Commission  has  paved 
the  way  for  the  uniform  eight  months  term,  which  is  "just  around  the 
corner."  I  hope  and  believe  that  the  corner  may  be  turned,  and  the 
longer  term  made  an  accomplished  fact  by  the  next  General  Assembly. 
It  should  not  be  done  unless  provision  is  made  at  the  same  time  to 
distribute  the  financial  burden  fairly  and  equitably,  in  all  counties-  of 
the  State,  by  increasing  the  equalizing  fund  to  such  an  amount  as  will 
accomplish  this  result. 

State  Superintendent  Allen  has  estimated  that  an  equalization  fund 
of  six  million  dollars  for  the  first  year  of  the  next  biennium  and  of 
six  and  one-half  millions  for  the  second  year,  used  for  the  support 
of  the  eight  months  term  in  the  same  way  that  the  present  equalizing 
fund  is  used  for  the  suport  of  the  six  months  term,  would  be  sufficient 
to  distribute  the  financial  burden  of  an  eight  months  term  fairly  and 
equitably  in  all  of  the  counties  of  the  State.  This  fund,  if  apportioned 
according  to  the  method  of  apportioning  the  present  equalizing  fund, 
would  go  a  long  way  toward  reducing  the  total  school  tax  rate  (speaking 
in  terms  of  the  county  and  district  combined)  in  all  of  the  districts 
having  the  eight  months  school  term,  in  counties  which  now  share  sub- 
stantially in  the  present  equalizing  fund  provided  for  the  support  of 


Foreword  vii 

the  six  months  term.  Many  of  the  less  wealthy  counties  now  have 
from  three-fourths  to  four-fifths  of  their  children  in  schools  with  an 
eight  months  term.  The  State  is  at  present  aiding  substantially  in 
the  support  of  the  first  six  months  of  the  term;  the  districts  them- 
selves are  carrying  the  entire  .cost  of  the  last  two  months  of  the  eight 
months  term.  Many  of  these  districts  are  paying  for  the  support  of 
the  additional  two  months  more  than  they  are  paying  to  the  county 
fund  for  the  support  of  the  regular  six  months  term. 

It  appears  reasonably  certain  that  at  the  end  of  the  present  biennium 
on  June  30,  1929,  there  will  be  a  substantial  surplus  in  the  General 
Fund  of  the  State,  which  will  aid,  materially  in  providing  the  means 
for  the  necessary  increase  of  the  Equalizing  Fund.. 

The  members  of  the  Educational  Commission,  after  much  labor  and 
self-sacrifice  have  rendered  splendid  service  to  the  State,  which  will 
contribute  in  a  definite  and  constructive  way  to  the  advancement  of 
public  education.  I  cannot  fail  to  mention  the  outstanding  services 
of  Dr.  Fred  W.  Morrison,  the  efficient  Assistant  Executive  Secretary, 
without  whose  aid  the  successful  achievement  of  the  Commission  would 
have  been  well  nigh  impossible.  In  behalf  of  the  people  of  North  Caro- 
lina, and  myself,  I  express  to  the  members  of  the  Commission  and  to 
Dr.  Morrison,  sincere  appreciation  of  their  valuable  and  patriotic 
public  service. 

Angus  W.  McLean. 
Raleigh,  North  Carolina, 
August,  1928. 


ACKNOWLEDGMENT 

The  Commission  desires  to  make  grateful  acknowledgment  for  most  valu- 
able assistance  and  cooperation  to  Dr.  Fred  W.  Morrison,  Assistant  Execu- 
tive Secretary,  who  conducted  the  investigation  and  prepared  the  compilation 
of  facts  and  statistical  tables  dealing  with  both  the  financing  and  admin- 
istration of  public  schools  and  the  financial  condition  of  counties;  to  Dr.  M. 
C.  S.  Noble,  Jr.,  who  conducted  the  study  of  Teacher  Training  and  prepared 
the  facts  and  statistical  tables  relating  thereto;  to  Mr.  J.  E.  Sawyer,  who 
rendered  valuable  assistance  in  collecting  and  arranging  statistical  informa- 
ton;  to  State  Superintendent  A.  T.  Allen  and  his  entire  staff,  who  cooperated 
splendidly  in  all  the  work  of  the  Commission;  and  to  all  others  who  have 
aided  the  Commission  in  its  work,  including  the  State  Department  of  Rev- 
enue, State  educational  institutions,  county  superintendents  and  boards  of 
education,  and  other  county  and  state  officials. 

Especial  acknowledgment  is  made  of  the  assistance  of  county  auditors 
and  registers  of  deeds,  of  city  and  town  clerks  and  mayors,  and  of  the  office 
of  the  State  Auditor  in  furnishing  information  and  making  reports  for  the 
study  of  the  financal  condition  of  counties.  Without  their  splendid  coopera- 
tion much  of  the  material  of  this  part  of  the  Report  could  not  have  been 
secured. 


CONTENTS 

PART  I 

THE  SUPPOET  OF  THE  CONSTITUTIONAL 
MINIMUM  TERM 

THE  LENGTHENING  OF  THE  CONSTITUTIONAL 
MINIMUM  TERM 
Chapter  Page 

Letter   of   Transmittal   for    Parts    I-III xv 

I.     INTRODUCTION    1 

Creation,    Powers,    and    Duties    of    the    State    Educational 

Commission    1 

Progress  in  Education  1900-1926 1 

II.     THE  PRESENT  SIX  MONTHS  SCHOOL  TERM 3 

Constitutional  Responsibility  of  the  State  for  Schools 3 

County  Support 4 

State   Support 4 

Joint  County  and  State  Support 5 

Plan  for  Joint  County  and  State  Support  of  Minimum  Six 

Months   Term    5 

Method     and     Technique     of     Determining     the     Relation 

Between  County  and  State  Support 8 

Equalization   of    the   Effort    Made    by    Each    County — How 

Determined    9 

Equalization    of    Assessed    Property    Valuations — Its    Im- 
portance and  the  Method  of  Securing  It 10 

Recommendation  of  Equalizing  Fund — Its  Size : 11 

Conditions  Prerequisite  to  Participation 12 

The  Distribution  of  the  Equalizing  Fund 13 

III.     THE  EIGHT  MONTHS  SCHOOL  TERM 14 

Proportion  of  Assessed  Property  Supporting  Only  the  Six 

Months   Term 15 

Objections  to  Eight  Months   School   Term 16 

Need  for  Labor  of  Children  of  Compulsory  School  Age 16 

Relation  Between  Length  of  Term  and  Attendance 17 

Length  of  Term  and  Attendance  in  Rural  Schools  of  Wake 

County    < 17 

Educational    Dividends    of    Eight    Months    School    Versus 

Educational  Waste  of   Six  Months  School 19 

Additional    Financial    Burden    Imposed    by    Eight    Months 

Term — How   Determined 20 

Cost  of  the  Eight  Months  School  Term 21 

Benefits  of  the  Eight  Months  School  Term 23 

The    Eight    Months    Term    Increases    Other    Educational 

Outcomes    23 


Contents 


Chapter 


IV. 


Page 

Plan  for  Support  of  the  Eight  Months  School  Term 24 

Meaning  of  the  State  Equalizing  Fund  for  the  Eight  Months 

Term    26 

REPORT  AND  RECOMMENDATIONS  OF  COMMISSION  ON 
THE  EIGHT  MONTHS  SCHOOL  TERM  BY  PROPOSED 

CONSTITUTIONAL  AMENDMENT 27 

Majority  Report  27 

Minority  Report  31 


Table 


II. 


III. 


IV. 

V. 

VI. 

VII. 


VIII. 


IX. 


X. 


XI. 


XII. 


XIII. 


LIST  OF  TABLES 

Page 

Assessed  Valuation  of  Taxable  Property  in  North  Carolina 
1920,  1921,  1922,  1923,  1924,  1925,  1926,  the  Average  of  1920 
and  1925,  by  Counties 38 

Valuation  of  Real  Property  1920  and  1926,  and  Percentage 
Ratios  Which  Valuations  1921 — 1926  Bear  to  Valuation  of 
1920.  Ranked  by  Counties  According  to  Relation  Valu- 
ation 1926   Bears  to  1920 41 

County-Wide  Tax  Rates  1922—1926. 

For  Six  Months  Schools,  for  Purposes  Other  than  Schools, 
Totals    • 43 

County  School  Tax  Rates,  1926—27 46 

Public    School    Enrollment,    1926-26 48 

Summary — Enrollment   by   Terms,    192.5-26 51 

Percentages  of  Enrollment  in  Average  Daily  Attendance  in 
Schools  of  Various  Lengths  of  Term  1925-26— White, 
Colored,    Total    52 

Variations  Among  Counties  in  Ability  to  Support  Public 
Education  as  Shown  by  Assessed  Valuation  of  Property 
1925,  Total  Enrollment,  Average  Daily  Attendance,  Number 

"  of  Teachers  1925-1926,  and  by  Valuation  per  Pupil  and  per 
Teacher    53 

Variations  Among  Counties  in  Ability  to  Support  Public 
Education  as  Shown  by  Income  Tax  Paid  1925  by  Individ- 
uals and  by  Domestic  Corporations,  Income  Tax  Paid  per 
Pupil  Enrolled,  and  Index  of  Economic  Ability 55 

Taxable  Wealth  1925,  Pupils  Enrolled  1925-26,  Taxable 
Wealth  per  Pupil  in  Districts  Levying  No  Special  Tax  and 
in   Districts   Levying   Special   Taxes,    By   Counties 58 

Current  Expense  of  Six  Months  School  Term,  Showing 
Amounts  Raised  by  Counties  and  Amounts  Required  from 
State  Equalizing  Fund  Under  Various  Plans,  Valuation  1925     62 

Current  Expense  of  Six  Months  School  Term,  Showing 
Amounts  Raised  by  Counties  and  Amounts  Required  from 
State  Equalizing  Fund  Under  Various  Plans,  Valuation 
Average  of  1920  and   1925 66 

Tax  Rate  Necessary  for  Each  County  to  Levy  in  Order  to 
Meet  the  Entire  Current  Expense  of  a  Six  Months  School 
Term,  Valuations  of  1925,  and  Average  of  1920  and  1925....     70 


Contents 


XI 


Table 
XIV. 


XV. 


XVI. 


XVII. 


XVIII. 


XIX. 


Page 

Tax  Rate  Necessary  for  Each  County  to  Levy  in  Order  to 
Meet  the  Entire  Current  Expense  of  a  Six  Months  School 
Term,  Valuations  of  1925  and  Average  of  1920  and  1925, 
Ranked    by    Counties 71 

Current  Expense  of  Eight  Months  School  Term,  Showing 
Amounts  Raised  by  Counties  and  Amounts  Required  from 
•State  Equalizing  Fund  Under  Various  Plans,  Valuation 
1925    72 

Current  Expense  of  Eight  Months  School  Term,  Showing 
Amounts  Raised  by  Counties  and  Amounts  Required  from 
State  Equalizing  Fund  Under  Various  Plans,  Valuation 
Average  of  1920  and  1925 : 76 

Tax  Rate  Necessary  for  Each  County  to  Levy  in  Order  to 
Meet  the  Entire  Current  Expense  of  an  Eight  Months 
School  Term,  Valuations  of  1925  and  Average  of  1920 
and    1925    80 

Tax  Rate  Necessary  for  Each  County  to  Levy  in  Order  to 
Meet  the  Entire  Current  Expense  of  an  Eight  Months  School 
Term,  Valuations  of  1925  and  Average  of  1920  and  1925, 
Ranked    by    Counties 81 

A  Graduated  Salary  Scale  for  White  and  for  Colored  Teachers     82 


TABLES  ON  SCHOOL  ATTENDANCE  IN  COUNTIES 
Table  Page 

G-I.  Summary  of  Average  Daily  Attendance  by  Grades,  by  Months, 
by  Lengths  of  Term.     Gaston   County  White   Elementary 

Schools,    1925-26    84 

G-I  I.  Summary  of  Average  Daily  Attendance  by  Grades,  by  Months, 
by  Lengths  of  Term.  Gaston  County,  Colored  Elementary 
School,   1925-26    90 

G-III.  Comparison  of  Average  Daily  Attendance  with  Total  Enroll- 
ment   by    Schools.      Gaston    County,    White    Elementary 

Schools,    1925-26    96 

M-I.  Summary  of  Average  Daily  Attendance  by  Grades,  by 
Months,  by  Lengths  of  Term.  Madison  County  White  Ele- 
mentary   Schools,    1925-26 98 

W-I.  Summary  of  Average  Daily  Attendance  by  Grades,  by  Months 
by  Lengths  of  Term.  Wake  County  White  Elementary 
Schools,    1925-26 104 

W-II.  Summary — Average  Attendance  by  Grades,  by  Months,  by 
Lengths  of  Term.  Wake  County  Colored  Elementary 
Schools,  1925-26  110 

W-III.  Variation  and  per  cent  of  Variation  from  Average  Daily  At- 
tendance by  Grade,  by  Month,  by  Lengths  of  Term.  Wake 
County  White  Elementary  Schools,  1925-26 116 

W-IV.  Comparison  of  Average  Daily  Attendance  with  Total  Enroll- 
ment, by  Schools.  Wake  County  White  Elementary 
Schools,    1925-26    122 


xii  Contents 

Table  Page 

W-V.     Comparison  of  Average  Daily  Attendance  with  Total  Enroll- 
ment,   by    Schools.      Wake    County    Colored    Elementary 

School,    1925-26    126 

W-VI.  Average  Daily  Attendance,  Total  Enrollment,  per  cent  of 
Enrollment  in  Average  Daily  Attendance,  by  Grades.  Wake 
County  White  and  Colored  Elementary  Schools,  1925-26....  128 
W-VI  I,  Percentage  of  Enrollment  in  Average  Daily  Attendance  Ac- 
cording to  the  Various  Sizes  of  Schools,  One-Teacher,  Two- 
Teacher,  Three-Teacher,  Four-  to  Six-Teacher,  Seven  and 
Above  Teacher  Schools.  Wake  County  White  Elementary 
Schools,    1925-26 130 


PAET  II 

TEACHER  TRAINING 

SECTION  I 
Chapter  Page 

I.     SUMMARY   OF  FACTS    BEARING   ON   TEACHER   TRAIN- 
ING,    CONCLUSIONS,     AND     RECOMMENDATIONS     OF 

COMMISSION 133 

Summary 136 

Conclusions    and    Recommendations 136 

II.  MEETING  OF  EDUCATIONAL  COMMISSION  WITH 
HEADS  OF  STATE  INSTITUTIONS  ENGAGED  IN 
TEACHER    TRAINING,    NOVEMBER    22-23,    1926 141 

SECTION  II 

TEACHER  TRAINING  IN  NORTH  CAROLINA— Report  sub- 
mitted by  M.  C.  S.  Noble,  Jr. 
INTRODUCTION 153 

A.  Purpose 153 

B.  The  Importance  of  Teacher  Training 153 

C.  The  History  of  Teacher  Training  in  North  Carolina....  155 

D.  Acknowledgment    156 

I.     THE'    NUMBER     OF     PUBLIC     SCHOOL     TEACHERS     IN 

NORTH    CAROLINA    158 

II.  THE   QUALITY  OF  THE   PROFESSIONAL  PREPARATION 

OF    THE    TEACHERS    IN    NORTH    CAROLINA    PUBLIC 
SCHOOLS   171 

A.  Foreword 171 

B.  Teacher   Training   Institutions   in   North    Carolina 171 

C.  Means  Employed  in  North  Carolina  for  the  Professional 
Advancement  of  the  Public  School  Teachers 172 

D.  The  Certification  Scheme  Described 175 

III.  THE     SUPPLY    AND     DEMAND     FOR     PUBLIC     SCHOOL 

TEACHERS    IN   NORTH   CAROLINA 199 


Contents 


LIST  OF  TABLES 
Table  Page 

I.     Number  of  Public  School  Teachers,  1900-1925 159 

II.     The    Number    of    Teachers    Actually    Employed    During    the 
Period    1900 — 1925,   and   Estimates   as   to   the   Number   of 
Teachers  Who  in  all  Probability  Will  be  Employed  During 
the    Period    1925—1950 160 

III.  Public  School  Attendance  in  North  Carolina,   1900—1925 l«s— 

IV.  Number  of  Pupils  per  Teacher  in  North  Carolina,  1901—1925  162 
V.     The    Number    of    Pupils    per    Teacher    in    the    White    High 

Schools,    1924-25 163 

VI.     The  Number  of  Pupils  per  Teacher  in  the  White  Elementary 

Schools,    1924-1925    (continued) 164 

VII.  The   Number   of    Pupils    per     Teacher     in     North     Carolina, 

1924-25     a - 165 

VIII.  Predictions   as  to   Average   Daily  Attendance   in   the   Public 

Schools  of  North  Carolina,  1925—1950.. 165 

IX.     Probable  Number  of  School  Teachers  Required  for  the  Public 

Schools  of  North  Carolina,  1925—1950 167 

X.     Total   Population,   School  Population,   Public   School   Enroll- 
ment, and  Average  Daily  Attendance  in  Public  Schools  in 

North    Carolina,    1900,    1910   and    1920 168 

XI.     Total   Population,    School   Population,   Public   School   Enroll- 
ment, and  Average  Daily  Attendance  in  Public  Schools  in 

North   Carolina,    1900,    1910   and    1920 169 

XII.     Probable    Number    of     School     Teachers    to     be     Employed, 

1925—1950    170 

XIII.  Teachers'  Certificates  Showing  Relative  Increase  in  Number 

of  High   School   Certificates 183 

XIV.  Improvement  in  Type  of  Certificate  Held  by  White  Teachers 

in  North   Carolina,  1921-22  to   1925-26 185 

XV.     Improvement  in  Type  of  Certificate  Held  by  Negro  Teachers 

in  North  Carolina,   1921-22   to   1925-26 187 

XVI.  Improvement  in  Type  of  Certificate  for  the  Elementary 
Grades  Held  by  White  Teachers  in  North  Carolina,  1921-22 

to   1925-26 189 

XVII.  Improvement  in  Type  of  Certificate  for  the  Elementary 
Grades  Held  by  Negro  Teachers  in  North  Carolina,  1921-22 

to  1925-26 191 

XVIII.     Improvement  in   Type   of  High   School   Certificates   Held  by 

Wliite  Teachers,  1921-22  to  1925-26 193 

XIX.     Improvement  in  Type  of  High   School  Certificates  Held   by 

Negro    Teachers,    1921-22    to    1925-26 195 

XX.     Standard    and    Non-Standard    Teachers    in    North    Carolina, 

1919-20  to  1925-26,  inclusive 197 

XXI.  The  Supply  of  Teachers  Furnished  by  the  Institutions  of 
Higher  Learning  in  North  Carolina  During  the  School 
Year  Ending   1925   200 


XIV 


Contents 


Table  Page 

XXII.     Amount  of   Training    (In  Years)    Possessed   by   Those   Indi- 
viduals  Certificated   on   the   Basis   of  Credits   Received   at 
North   Carolina   Institutions   in   1925;    the   Number   From        ' 
This  Group  Who  Taught  in  North  Carolina  Schools  Dur- 
ing   1925-26    202 

XXIII.  The  Teacher  'Output'  of  the  Institutions  of  Higher  Learning 
in  North  Carolina   (1925).     Classified  According  to  Grade 

of  Certificate  Held 203 

XXIV.  The  Teacher  'Output'  of  the  Institutions  of  Higher  Learning 
in  North  Carolina  (Academic  and  Professional  Work  Be- 
yond    High     School     Graduation     Expressed     in     Years). 

1924-25    204 

XXV.     The  Number  of  Teachers  Certificated  by  State-Owned  Insti- 
tutions in  1925  206 

XXVI.  The  Number  of  Persons  Receiving  Credits  from  Out-of-State 
Institutions  Who  Applied  for  Teachers'  Certificates  in 
North  Carolina  in  1925,  and  the  Number  of  These  Actually 

Teaching  in   1925-26   207 

XXVII.  Number  of  Teachers  Certificated  from  Out-of-State  Institu- 
tions in  1925,  and  the  Number  Who  Taught  in  North  Caro- 
lina,   1925-26    209 

XXVIII.     Supply  of  Teachers  Furnished  by  the  Institutions  of  Higher 

Learning  in  North  Carolina  During  School  Year  1925-26....  210 
XXIX.     The  Number  of  Persons  Receiving  Credits  from  Out-of-State 
Institutions    Who    Applied    for    North    Carolina    Teachers 

Certificates  in  1926   211 

XXX.     The  Number  of  Teachers  Leaving  the   Teaching  Profession 

Annually  in  North   Carolina 213 

XXXI.     Table  Showing  the  Effect  of  Amount  of  Training  Upon  Length 

of  Tenure  for  the  Teaching  Profession  in  North  Carolina....  215 
XXXII.     Table  Showing  the  Effect  of  Race  and  Type  of  School  Upon 

Tenure  for  the  Teaching  Profession  in  North  Carolina 216 

XXXIII.  Table  Showing  the  Effect  of  Sex  and  Type  of  Community 
Upon   Length   of   Tenure   for  the   Teaching   Profession   in 

North    Carolina    218 

XXXIV.  The  Effect  of  Amount  of  Training  on  the  Rate  of  Turn-Over 
for  the  Teaching  Professon  for  North  Carolina.  (As  Shown 
in  the  Service  Records  of  Teachers  After  Four  Years  of 

Continuous  Service)   2?0 

XXXV.  The  Effect  of  Race  and  Type  of  School  Upon  Rate  of  Turn- 
Over  for  the  Teaching  Profession  in  North  Carolina 222 

XXXVI.  The  Effect  of  Type  of  Community,  Type  of  School  and  Sex 
Upon   the   Rate   of  Turn-Over   for   the    Public   Elementary 

Schools  of  North  Carolina.     Four  Year  Group 224 

XXXVII.  The  Effect  of  Type  of  Community,  Type  of  School  and  Sex 
Upon  the  Rate  of  Turn-Over  for  the  Public  Elementary 
Schools  of  North  Carolina.     Three  Year   Group 228 


Contents 


xv 


Table  Page 

XXXVIII.     The  Effect  of  Type  of  Community,  Type  of  School  and  Sex 
Upon  the   Rate  of  Turn-Over  for   the   Public   Elementary 

Schools   of  North   Carolina.     Two   Year   Group 232 

XXXIX.     The  Effect  of  Type  of  Community,  Type  of  School  and  Sex 
Upon  the  Rate  of  Turn-Over  for  the  Public  High  Schools 

of  North  Carolina.     Four  Year  Group 236 

XL.     The  Effect  of  Type  of  Community,  Type  of  School  and  Sex 
Upon  the  Rate  of  Turnover  for  the   Public   High   Schools 

of   North   Carolina.     Three   Year   Group 240 

XLI.  The  Effect  of  Type  of  Community,  Type  of  Schools,  and  Sex 
Upon  the  Rate  of  Turn-Over  for  the  Public  High  Schools 

of  North  Carolina.     Two  Year  Group 244 

XLI.  (1)  The  Effect  of  Sex,  Race  and  Type  of  Community  Upon  the 
Rate  of  Turn-Over  in  the  Public  Schools  of  North  Carolina, 
based  on  a  Study  of  the  Service  Records  of  Groups  of 
Teachers  Who  Began  Their  Teaching  Experience  in  1922- 
23  and  Who  Have  Taught  for  Two,  for  Three,  or  for  Four 
Years. 

•  High    Schools 246 

XLI.     (2)    Elementary  .Schools   247 

XLI.     (3)    High   Schools  and  Elementary  Schools 248 

XLII.  Number  of  White  Elementary  Beginner  Teachers  and  Num- 
ber of  White  High  School  Beginner  Teachers  to  be  Trained 

(at  Five  Year  Intervals  for  the  Period  1925—1950) 250 

XLIII.  Number  of  Negro  Elementary  Beginner  Teachers  and  Num- 
ber of  Negro  High  School  Beginner  Teachers  to  be  Trained 

(at  Five  Year  Intervals  for  the  Period  1925—1950) 252 

XLIV.  The  Number  of  White  Elementary  and  White  High  School 
Teachers  to  be  Trained  1925 — 1950  in  Excess  of  the  Present 
Output    of    Institutions     of    Higher    Learning    in     North 

Carolina    253 

XLV.  The  Number  of  Negro  Elementary  and  Negro  High  School 
Teachers  to  be  Trained  1925 — 1950  in  Excess  of  the  Present 
Output  of  the  Institutions  of  Higher  Learning  in  North 
Carolina    '. 254 

PART  III 

THE  STATE  SPECIAL  BUILDING  FUND 
CONSOLIDATION  AND  TRANSPORTATION 
Chapter  Page 

I.     THE  STATE  SPECIAL  BUILDING  FUND. 259 

II.     CONSOLIDATION    AND    TRANSPORTATION 260 

LIST  OF  TABLES 
Table  Page 

I.     Balances   due  by  Counties  to  State   Special   Building  Fund, 

June   30,    1926 263 

II.     Consolidated   Schools   and  Pupils   Transported,    1925-1926 265 

III.     School  Transportation  Costs,   1925-1926 268 


xvi  Contents 

PAET  IV 

THE  FINANCIAL  CONDITION  OF  COUNTIES 
Chapter  Page 

Letter   of   Transmittal 275 

I.     PROPERTY  TAXES  LEVIED  BY  COUNTIES   A.ND  SUBDI- 
VISIONS    OF     COUNTIES,     INCLUDING     CITIES     AND 

TOWNS  277 

Introductory    Statement    277 

Equalization    of   Valuations 277 

Assessed  Valuation  of  Property  1926 278 

Total  Property  Taxes  Levied 279 

Countywide  Tax  Rates  and  Assessed  Taxes 280 

District   Taxes    for    Schools 281 

District    and    Township    Taxes    for    Purposes    Other    Than 

Schools 282 

City  and  Town  Taxes 283 

Percentage  of  Assessed  Valuation  Absorbed  in  Property  Taxes  284 

The  Total  Rate  of  Any  Given  Locality  Not  Shown.. 284 

The  Tax  Burden  Per  Capita  in  North  Carolina 285 

Growth  of  the  Tax  Burden  Since  1920 285 

II.     INDEBTEDNESS  OF' COUNTIES  AND  SUBDIVISIONS  OF 

COUNTIES,  INCLUDING  CITIES  AND  TOWNS 1 288 

Introduction 288 

Interrelationship  of  State  Indebtedness  With  Indebtedness  of 

Subdivisions 289 

Sources    of   Data 289 

The  Amount  and  Character  of  Indebtedness  of  Subdivisions 

of  the    State   291 

Countywide   Bonded   Indebtedness 291 

Bonded  Indebtedness  of  Districts  and  Townships 293 

Bonded  Indebtedness  of  Cities  and  Towns 293 

Current  Liabilities  or  Floating  Indebtedness  of  Subdivisions 

of  the    State   „ 294 

Countywide   Current  Liabilities 294 

Reason  for  the  Large  Floating  Indebtedness  of  Counties 295 

Current  Liabilities   of  Districts   and   Townships 295 

Current  Liabilities  of  Cities  and  Towns 296 

Lists   of  Bond   Issues  Outstanding  1926 296 

Lists  of  Current  Liabilities  Outstanding  1926. 297 

Issuing  of  Bonds  on  Large  Scale  a  Recent  Development 297 

Comparison  of  Bonds  Issued  with  Bonds  Outstanding 299 

The  Burdensomeness  of  Bond  Interest 299 

Average  Interest  Rates  of  Bonds  Issued  in  Various  Years 300 

Amounts  of  Bonds  Issued  at  Various  Interest  Rates 300 

Percentage  of  Total  Taxes  Levied  Required  for  Bond  Interest  301 

The   Average   Interest   Rate   on    Bonds 301 

Indebtedness  of  the  State  of  North  Carolina 302 

Indebtedness  of  North  Carolina   and   its   Subdivisions 303 


Contents 


xvii 


Chapteb  Page 

Relation    of    Indebtedness    to    the    True    Wealth    of    North 

Carolina    305 

Balance    Sheet    Showing    Financial    Condition    of    State    of 

North  Carolina,  June-  30,  1926. 305 

III.     THE  ONE  HUNDRED  FIRST   COUNTY 307 

Assessed    Valuation    307 

Property   Taxes   307 

Indebtedness    308 

What  of  the  Future?  309 


LIST  OF  TABLES 
Table  Page 

I.     Summary  of  Listed   Taxables,   1926 — By   Counties 310 

II.     Summary  of  Total  Property  Taxes  Levied,  1926 — By  Counties  318 

III.  Couhtywide   Assessed   Valuations,   Property   Tax   Rates   and 

Taxes   Levied   for   all  Purposes,   1926... 322 

IV.  District  Assessed  Valuations,  Property  Tax  Rates,  and  Taxes 

Levied  for  Schools,  1926— By  Counties 326 

V.     District  and   Township   Assessed   Valuations,    Property   Tax 
Rates,  and  Taxes  Levied  for  Purposes  Other  Than  Schools, 

1926— By   Counties    371 

VI.     City  and  Town  Assessed  Valuations,  Property  Tax  Rates,  and 
Taxes  Levied  for  Purposes  Other  Than  Schools,  1926 — By 

Counties   379 

VII.     Summary   of   State   Taxes    Collected    for   Fiscal   Year    1926- 

1927 400 

VIII.     Total  Taxes  Levied  by  Years  1920 — 1926,  and  Increase  from 

1920   to   1926 - 402 

IX.     Summary  of  Countywide  Bonded  Indebtedness,   1926 404 

X.     Summary   of   Bonded   Indebtedness   of   Districts   and  Town- 
ships, 1926^-By  Counties  408 

XI.     Summary  of  Bonded  Indebtedness  of  Cities  and  Towns,  1926 — 

By   Counties   412 

XII.  Summary  of  Countywide  Current  Liabilities  or  Floating  In- 
debtedness,   1926 426 

XIII.  Summary  of  Current  Liabilities  or  Floating  Indebtedness  of 

Districts  and  Townships,   1926 — By  Counties 430 

XIV.  Summary  of  Current  Liabilities  or  Floating  Indebtedness  of 

Cities  and  Towns,  1926 — By  Counties 432 

XV.  Summary  of  Total  Indebtedness,  Bonded  and  Current  (Float- 
ing), of  Counties,  of  Districts  and  Townships,  of  Cities  and 
Towns,   and   of  All  Local   Governments,   for   Schools,   and 

for  Purposes  Other  Than   Schools,   1926 — By  Counties 442 

XVI.     Summary  of  Indebtedness  of  State  of  North  Carolina,  Bonded 

and  Current,  as  of  June  30,  1926 455 

XVII.     List     of    Countywide    Bond     Issues     Outstanding     1926 — By 

Counties    457 


xviii  Contents 

Table  Page 

XVIII.     List  of  Bond  Issues  of  Districts  and  Townships  Outstanding 

1926— By    Counties    486 

XIX.     List  of  Bond  Issues  of  Cities  and  Towns  Outstanding  1926 — 

By   Counties    524 

XX.     List  of  Countywide  Current  Liabilities  or  Floating  Indebted- 
ness   Outstanding    1926 — By    Counties 591 

XXI.  List  of  Current  Liabilities  or  Floating  Indebtedness  of  Dis- 
tricts and   Townships   Outstanding  1926 — By  Counties 610 

XXII.     List  of  Current  Liabilities  or  Floating  Indebtedness  of  Cities 

and  Towns  Outstanding  1926 — By  Counties 614 

XXIII.  Amounts    of    Bonds    Outstanding    1926,    Issued    in    Various 

Years   and   Average    Interest   Rates 636 

XXIV.  Summary  of  Amounts  of  Outstanding  Bonds  Issued  for  all 

Purposes  by  Local  Governments  (County,  District,  City) 
at  Various  Interest  Rates,  Total  Annual  Bond  Interest,  and 
Per  cent  of  Total  Taxes  Levied  Required  for  Annual  Bond 

Interest — By  Counties   638 

XXV.  Average  Interest  Rates  on  Bonds  Outstanding  1926  Paid  by 
Counties,  by  Districts  and  Townships,  by  Cities  and  Towns, 
and  by  all  Units   of  Local   Government- — By  Counties 642 

XXVI.  Counties  Ranked  According  to  Average  Interest  Rates  on 
Bonds  Outstanding  1926  Paid  by  Counties,  By  Districts  and 
Townships,  By  Cities  and  Towns,  and  by  All  Units  of  Local 

Government — By    Counties    646 

XXVII.     Summary  of  Total  Indebtedness  of  the  State  of  North  Caro- 
lina and  of  its  Subdivisions 650 

XXVIII.  A  Statement  of  the  Current  and  Capital  Assets  and  Liabilities 
of  the  State  of  North  Carolina  as  at  the  Close  of  the  Fiscal 
Year  Ending  June  30,  1926 652 

XXIX.     The    One   Hundred    First    County — Assessed    Valuation,    Tax 

Rates,   Taxes   Levied,   Outstanding   Indebtedness,    1926 655 


LIST  OF  CHAKTS 
Chart  Page 

I.     Property  Taxes  for  Schools  and  for  Other  Services  in  North 

Carolina,    1926    279 

II.     Indebtedness  of  Subdivisions  of  North  Carolina,  1926 290 

III.  Years  in  which  Bonds  Outstanding  1926  of  Subdivisions  of 

North  Carolina  were   Issued 298 

IV.  Public   Debt   of   North   Carolina   and   its   Subdivisions,   1926, 

for  Schools  and  for  Purposes  Other  Than  Schools 303 

V.     Public  Debt  of  North  Carolina  and  its  Subdivisions,  1926....  304 


MAP 


North  Carolina  Facing  Page 


LETTER  OF  TRANSMITTAL 

(Parts  I,  II  and  III) 

To  His  Excellency,  Governor  Angus  "Wilton  McLean, 
Raleigh,  North  Carolina. 

Dear  Sir:  Under  the  requirement  of  the  law,  and  at  the  direction 
o£  yourself,  the  State  Educational  Commission  herewith  submits  its 
report  of  the  work  undertaken  and  done  by  it,  and  its  recommendations 
with  respect  to  the  state  of  public  education  in  North  Carolina,  and 
the  changes  which  in  its  opinion  should  be  made  in  the  organization 
and  the  support  of  the  State  educational  system. 

We  have  confined  our  studies  and  report  to  the  public  school  system 
of  North  Carolina,  and  have  not  so  far  undertaken  an  investigation 
and  survey  of  the  system  of  higher  education  now  in  use  in  this  State, 
as  provided  by  said  Act,  authorizing  the  appointment  of  the  Commission, 
because  the  magnitude  of  the  labor  and  the  time  for  performing  it  have 
prevented  a  complete  investigation  and  survey  of  both. 

Also  there  are  many  questions  connected  with  the  burdens  of  the 
tax  rate  in  the  counties  which  should  be  further  studied  with  a  view 
to  lightening  these  burdens.  If  the  counties  are  to  look  to  the  State 
for  relief,  and  it  appears  necessary  for  them  to  do  so,  they  must  accept 
from  the  State  some  kind  of  economic  provision  in  connection  with  the 
expenditure  of  the  money  which  the  State  shall  provide.  "Current 
indebtedness"  or  "floating  indebtedness,"  shown  by  many  of  the  counties 
for  all  purposes  without  specifying  same,  is  alarming;  and  the  Commis- 
sion, within  its  limited  time,  has  not  had  the  opportunity  to  complete 
the  study  of  these  questions  as  bearing  on  the  extent  to  which  the  coun- 
ties shall  share  the  burden  of  financing  their  school  systems.  There  are 
many  other  questions  pertaining  to  the  school  system  of  the  State  which 
should  be  better  understood  by  the  public  in  order  to  enlist  their  sympa- 
thetic support  of  the  system  and  to  eliminate  antagonism  and  objections. 

This  loth  day  of  January,  1927. 

Respectfully  submitted, 

J.  O.  Carr,  Chairman.  Stanley  "Winborne 

J.  Y.  Joyner,  Executive  Secretary.  T.  "Wingate  Andrews 

Mrs.  E.  L.  McKee  Edgar  W.  Pharr 

Mrs.  J.  A.  Brown  Sam  C.  Lattimore 

Mrs.  James  G.  Fearing  1ST.  O'Berry 

J.    K.    NORFLEET  C.    E.    TEAGUE 


PARTI 

THE  SUPPORT  OF  THE  CONSTITUTIONAL  MINIMUM  TERM 
THE  LENGTHENING  OF  THE  CONSTITUTIONAL  MINIMUM  TERM 

CHAPTER  I 
INTRODUCTION 

Creation,  Powers,  and  Duties  of  The  State 
Educational  Commission 

The  Act  creating  an  educational  commission,  ratified  the  9th  day  of  March, 
1925,*  provided  for  the  appointment  of  twelve  members,  who  were  to  serve 
without  compensation,  except  for  their  actual  and  legitimate  expenses  in- 
curred in  the  discharge  of  their  duties,  said  expenses  being  limited  to  $6.00 
per  day  in  excess  of  traveling  expenses.  The  Act  which  created  the  Commis- 
sion empowered  and  authorized  the  Commission  to  carry  out  and  perform 
the  following  duties: 

(a)  To  make  a  complete  investigation  and  survey  of  the  common  school 
system  now  in  use  in  this  State. 

(b)  To  make  a  complete  investigation  and  survey  of  the  system  of 
higher  education  now  in  use  in  this  State. 

(c)  To  make  a  complete  investigation  of  the  State  Equalizing  Fund 
and  its  administration  in  the  several  counties  of  the  State. 

(d)  To  investigate  the  method  of  determining  the  cost  of  the  various 
phases  of  the  operation  of  the  State  Educational  System,  both  as 
to  institutions  of  higher  learning,  and  as  to  the  conduct  of  high 
school  and  grammar  school  systems  now  in  use. 

(e)  To  collect,  compile  and  disseminate  educational  data  and  informa- 
tion, in  order  to  give  the  people  of  the  State  the  complete  status 
of  the  cost  and  results  of  the  State's  educational  activities. 

(f)  To  do  or  perform  any  other  thing  or  duty  which,  in  the  opinion 
of  the  said  Commission,  is  proper  and  necessary  with  reference 
to  the  relation  of  the  public  to  the  present  system  of  higher  and 
common    school    education    in    this    State. 

The  Act  creating  the  Commission  also  provided  that  the  policy  and 
purpose  of  the  Commission  should  be  constructive,  and  that  the  Commis- 
sion should  devise  means  of  informing  the  public  fully  in  regard  to  the  State's 
educational  problems,  and  of  aiding  in  the  conduct  of  all  phases  of  the 
common  school  and  higher  educational  systems  in  North  Carolina.  The 
apparent  pressing  need  for  a  better  understanding  of  the  public  school  system 
in  the  State  and  the  impossibility,  for  lack  of  time,  of  performing  the  duties 
with  reference  to  a  survey  of  the  system  of  higher  education  in  the  State, 
have  influenced  the  Commission  to  confine  in  this  Report  its  studies  to  the 
former. 

Progress  in  Education  1900-1926 

Introductory  to  this  report  on  the  present  status  and  future  needs  of  the 
public  school  system  in  North  Carolina,  the  Commission  submits  this  brief 
review  of  progress  in  education  1900-1926. 

♦Public   Laws,    1925,    Chapter   203 
] 


2  Report  of  Educational  Commission 

The  progress  in  education  in  North  Carolina  during  the  last  twenty-five 
years  has  been  marvelous: 

The  total  appraised  value  of  public  school  property  in  1901  was  $1,726,000.- 
00;  in  1926  it  had  increased  to  $83,582,046.00. 

The  total  expenditures  for  school  purposes  in  North  Carolina  in  1901  were 
$1,248,157.34;   in  1926  they  had  increased  to  $32,443,426.07. 

The  total  annual  expenditure  per  child  for  education  in  1901  was  $2.87; 
in  1926  it  had  increased  to  $39.62. 

The  total  number  of  teachers  employed  in  1900  was  8,320;  in  1926 
the  number  had  increased  to  23,128. 

The  total  enrollment  of  children  in  the  public  schools  in  1901  was  435,184; 
in  1926  the  enrollment  had  increased  to  818,793. 

Looking  to  those  developments,  which  have  been  most  marked  in  the  more 
recent  years: 

The  total  current  expenses  for  school  purposes  in  1915  were  $4,215,178.28, 
which  increased  in  1926  to  $22,822,833.65. 

The  number  of  school  children  transported  to  consolidated  districts  in 
1921-22  was  20,359,  which  number  in  1925-26  had  increased  to  87,283. 

The  total  number  of  consolidated  schools  with  five  or  more  rooms  in  1922 
was  228;  they  increased  in  1923  to  312,  in  1924  to  529,  in  1925  to  631,  and  in 
1926  to  657. 

Not  only  has  the  number  of  teachers  increased;  their  qualifications 
have  also  increased  wonderfully  until  today  two-thirds  of  the  high  school 
teachers  in  the  State  are  college  graduates  and  the  qualifications  of  the  ele- 
mentary teachers  have  gradually  and  rapidly  improved.  The  Commission 
finds  nothing  discouraging  in  connection  with  the  educational  growth  of 
the  State,  and  no  grounds  for  a  contention  that  the  growth  has  not  been 
reasonably  rapid  since  it  started  twenty-five  years  ago. 

The  table  of  contents  presents  a  more  comprehensive  index  to  the  questions 
discussed  in  this  Report. 


CHAPTER  II 

THE  PRESENT  SIX  MONTHS  SCHOOL  TERM 

Constitutional  Responsibility  of  the  State  fob  Schools 

The  obligation  and  responsibility  of  the  State  for  its  educational  program 
is  laid  down  in  the  organic  law  of  the  State.  Article  IX,  sections  1  and  2, 
of  the  Constitution  adopted  in  1868  provided:  .  .  .  "schools  and  the 
means  of  education  shall  forever  be  encouraged.  The  General  Assembly  at 
its  first  session  under  this  Constitution  shall  provide  by  taxation  and  other- 
wise for  a  general  and  uniform  system  of  public  schools,  wherein  the  tuition 
shall  be  free.  .  .  .  Each  county  of  the  State  shall  be  divided  into  a  con- 
venient number  of  districts  in  which  one  or  more  public  schools  shall  be  main- 
tained at  least  four  months  in  each  year."  In  1918  the  length  of  the  mini- 
mum term  was  changed  by  constitutional  amendment  from  four  months  to 
six  months.    Today  the  constitutional  minimum  term  is  the  six  months  term. 

A  basically  important  problem  demanding  the  immediate  consideration  of 
the  present  General  Assembly  is  the  problem  of  working  out  a  more  equitable 
method  of  support  for  the  constitutional  six  months  school  term.  The  burden 
of  support  of  the  six  months  school  at  present  falls  very  unevenly  and  un- 
justly on  the  several  counties.  The  Commission  has  seriously  undertaken 
to  revise  the  present  scheme  of  supporting  the  six  months  school.  Revision 
of  the  present  method  of  support,  it  should  be  pointed  out,  does  not 
mean  an  increase  in  the  total  cost  of  the  six  months  term.  It  does  mean 
the  lightening  of  this  burden  on  certain  counties  and  the  increasing  of  this 
burden  on  certain  other  counties.  The  actual  county  taxes  levied  in  1926  for 
the  support  of  the  six  months  term  in  1926-1927,  range  from  28  cents  in  one 
county  to  $1.25  in  another  county.1  Six  counties  levy  less  than  50  cents  each; 
seven  levy  $1.00  or  more.  The  present  tremendous  and  unjustifiable  differences 
in  the  tax  rate  necessary  for  the  counties  to  levy  in  order  to  provide,  together 
with  whatever  state  aid  they  receive,  for  the  constitutional  minimum  term 
of  six  months  are  seriously  handicapping  many  counties  in  their  sincere 
effort  to  provide  better  educational  opportunities  for  their  children.  The 
Commission  has  set  for  itself  the  task  of  working  out  a  method  for  the 
support  of  the  minimum  term  which,  in  its  opinion,  will  materially  reduce 
the  present  inequalities  of  burden  and  will  offer  to  many  of  the  counties 
now  carrying  the  most  intolerable  burden  a  measureable  degree  of  relief. 

One  question  asked  by  every  thinking  person  in  considering  the  proper 
method  for  supporting  the  minimum  state  school  term  is,  how  best  can  the 
minimum  school  term  be  supported.  This  has  been  one  of  the  most 
complex  and  tedious  questions  which  have  confronted  the  Commission. 

There  are  three  distinct  ways  by  which  the  necessary  funds  for  operating 
the  minimum  six  months  school  term  may  be  provided;    namely, 

1.  Entirely  by  the  counties. 

2.  Entirely  by  the  State. 

3.  Jointly  by  the  counties  and  the  State. 
1See  Table  IV,  page  46. 


4  Report  of  Educational  Commission 

It  will  be  noted  that  the  Commission  has  given  no  real  consideration 
to  the  possibility  of  supporting  the  State  minimum  school  term  by  district 
taxation.  An  illustration  of  the  impracticability  of  district  support  may  be 
seen  from  a  consideration  of  the  variation  of  the  economic  strength  among 
districts  in  one  county.  In  this  county  one  local  tax  district  has  a  valuation 
of  $27,202  per  pupil  enrolled;  another  local  tax  district  has  a  valuation  of 
$1,223  per  pupil  enrolled.  In  view  of  the  fact  that  one  district  has  more 
than  twenty-two  times  as  much  relative  economic  ability  as  another  district, 
this  method  of  support  cannot  be  justified. 

County   Support 

In  order  for  each  county  to  provide  sufficient  funds  to  operate  its  system 
of  schools  on  the  scale  now  maintained  for  the  minimum  term  of  six  months 
a  few  counties  would  have  a  rather  light  tax  burden;  the  majority  of  the 
counties  would  have  a  rather  heavy  tax  burden;  the  poorest  of  the  counties 
would  have  a  prohibitive  tax  burden. 

Tables  XIII  and  XIV  show  the  tax  rates  that  would  be  required  for  each 
county  itself  to  support  its  minimum  six  months  program  by  a  county 
property  tax  levy.  To  do  this  would  require  a  county  rate  of  21  cents  on  the 
1925  valuation  for  one  county,  and  a  county  rate  of  $1.40  for  another  county. 
The  state-wide  rate  for  the  entire  state  would  be  47.25  cents. 

The  Commission,  in  its  own  thinking,  has  been  unwilling  to  accept  the 
theory  that  a  satisfactory  education  for  all  the  children  of  North  Carolina 
is  the  duty  or  the  responsibility  of  the  counties,  of  the  districts,  or  of  any 
other  subdivisions  of  the  State.  The  theory  of  State  responsibility  for  a 
minimum  educational  program  within  the  state  has  been  generally  accepted 
by  American  commonwealths.  "Education  is  a  state  function  and  not  a 
mere  municipal  affair.  School  districts  are  auxiliaries  of  the  State,  and  owe 
their  creation  to  different  statutes  which  confer  upon  them  the  powers  they 
possess  and  prescribe  the  duties  they  owe."* 

We  have  accepted  in  North  Carolina  the  principle  that  public  education 
is  a  function  of  the  State,  and  have  written  the  principle  into  our  Con- 
stitution.1 The  support  of  education,  by  which  and  through  which  educa- 
tion is  provided,  is  therefore  the  function  of  the  State.  This  Commission, 
then,  does  not  and  cannot  recommend  the  support  of  a  six  months  school  term 
by  the  counties,  as  counties,  in  North  Carolina. 

State  Support 

The  second  suggested  method  of  supporting  the  minimum  constitutional 
term  is  that  it  be  supported  entirely  by  the  State,  as  a  state. 
Complete  state  support  would  guarantee  theoretically  equality  of  the  burden 
of  support.  If  North  Carolina  levied  a  just  property  tax  upon  equalized 
values,  or  an  income  tax,  or  a  combination  of  property  and  income  tax, 
for  the  support  of  the  minimum  school  term,  it  would  theoretically  guaran- 
tee an  equalized  burden  of  support. 

In  the  opinion  of  the  Commission,  however,  such  a  method  of  supporting 
the  minimum  school  term   would  be  highly  unwise.     In  the   first  place,  it 

*Henzlik,    F.    E.      "Rights    and    Liabilities    of    Public    School    Boards."      Teachers    College, 
Columbia  University,  Contributions  to  Education  No.   153. 
1See  p.   1,   supra. 


Part  I  5 

is  directly  opposite  in  its  working  to  the  whole  history  of  the  support  of 
education  in  this  State  and  not  in  accordance  with  accepted  usages  in 
many  other  states.  In  the  second  place,  although  such  a  plan  would  make 
for  equality  of  burden,  it  would  carry  with  it  certain  features  which  would  not 
work  for  the  best  interests  of  public  education.  It  is  not  uncommon  to  see 
today  instances  of  one  unit  of  government  trying  to  gouge  the  pocketbook, 
so  to  speak,  of  another  unit.  To  say  the  least,  complete  state  support  of  the 
public  school  system  would  not  tend  to  stimulate  initiative  and  local  en- 
thusiasm among  the  counties  and  districts  for  improving  their  own  local  sys- 
tems and  would  discourage  economical  local  administration.  With  the 
theory  of  equality  of  burden  of  support  of  the  minimum  school  term  the 
Commission  is  in  hearty  accord;  with  the  idea  of  achieving  this  equality 
entirely  through  state  support  by  a  state-wide  tax  the  Commission  is  not  at 
all  in  sympathy. 

Joint  County  and  State  Support 

The  most  equitable  and  forward-looking  method  of  supporting  the  minimum 
school  term  is,  in  the  opinion  of  the  Commission,  joint  county  and  State 
support,  with  the  burden  so  falling  on  county  and  State  as  to  equalize  within 
limits  the  relative  burden  borne  by  each  county  regardless  of  its  economic 
strength.  In  what  way  can  a  system  of  county  and  State  support  be  so 
worked  out  as  to  make  the  relative  burden  of  support  fall  equally  on  all 
counties  and  at  the  same  time  continue  to  stimulate  local  interest  in  schools? 

Plan  for  Joint  County  and  State  Support  of  Minimum  Six  Months  Term 

The  Commission  believes  that  a  satisfactory  equalization  of  the  minimum 
six  months  program  should  ultimately  provide  for  equalization  of  the  total 
burden  of  current  expense,  not  of  teachers  salaries  only.  The  main  reason, 
it  seems,  that  this  has  not  been  done  in  the  past  is  that  teachers  salaries 
are  the  biggest  item  in  current  expense,  and  also  the  least  variable  item;  and 
since  the  State  has  in  the  past  only  to  a  small  degree  equalized  the  burden 
of  education,  the  fairest  basis  for  this  equalization  has  been  teach- 
ers salaries  according  to  the  State  schedule.1  In  equalizing  the  burden 
of  current  expense  other  than  salaries  the  State  should,  of  course,  base  its 
aid  not  on  actual  expenditures  per  county  but  on  expenditures  according  to  a 
State  schedule. 

The  Commission  has  calculated  salary  costs  for  a  six  months  term  on  the 
basis  of  the  present  salary  schedule1  and  has  calculated  the  cost  of  current 
expense  other  than  salaries  as  being  15  per  cent  of  salaries.  In  estimating 
current  expense  other  than  salaries  as  being  15  per  cent  of  salaries  the  Com- 
mission has  taken  a  fairly  liberal  position.  For  the  school  year  1921-22  the 
average  expenditure  for  current  expense  other  than  salaries  in  North 
Carolina  was  approximately  12  per  cent  of  the  expenditure  for  salaries. 
In  1925-26  it  was  slightly  more  than  15  per  cent.  Other  states  having  longer 
terms  than  North  Carolina  spend  almost  uniformly  a  higher  percentage  of 
their  total  budget  for  expenses  other  than  salaries  than  North  Carolina  spends. 
Maryland,  for  example  spends  26  per  cent  of  its  total  budget  for  current  ex- 
penses other  than  salaries,  and  74  per  cent  for  salaries.     The  15   per  cent 

lrThe  State  minimum  salary  schedule  is  presented  in  Table  XIX,  page  82. 


6  Report  of  Educational  Commission 

estimated  should  perhaps  be  somewhat  increased.  The  Commission  believes, 
though,  that  such  increase  is  no  more  to  be  desired  than  would  be  an  increase 
in  the  State  minimum  salary  schedule. 

In  considering  the  total  cost  of  the  minimum  six  months  school  term,  the 
burden  of  which  the  State  should  help  bear,  the  Commission  has  left  out 
of  account  altogether  the  cost  of  debt  service  and  of  repayments  on  capital 
outlay  expenditures  already  made;  that  is,  it  has  not  considered  the  cost 
of  interest  nor  of  buildings.1  At  present  these  costs  are,  and  under  the  plan 
of  the  Commission  would  continue  to  be,  in  addition  to  the  total  cost 
of  current  expense  for  the  six  months  term.  They  are  at  present  borne  en- 
tirely by  the  counties  and  districts,  and  the  Commission  would  not  recom- 
mend a  change  in  this  policy. 

The  total  cost  for  current  expense  of  the  State-wide  six  months  school  term, 
according  to  the  State  salary  schedule  in  1925-26,  was  approximately  $13,000,- 
000.  Teachers  salaries  according  to  the  State  schedule  amounted  to  $11,303,- 
558.  Current  expense  other  than  salaries,  estimated  at  15  per  cent  of 
salaries  (which  is  almost  exactly  the  cost  of  current  expense  other  than 
salaries),  amounted  to  $1,695,534.  On  this  basis'  the  total  current  expense 
for   six  months  in  1925-26  was  $12,999,492. 

The  plan  of  the  Commission  would  call  for  a  definite  amount  of  State  aid 
to  be  provided  by  the  General  Assembly  for  each  year  of  the  next  biennium, 
with  provision  for  an  increase  of  as  much  as  5  per  cent  for  the  second  year 
over  the  first  year.  The  size  of  this  State  fund  would  be  determined  (1)  by 
calculating  the  amount  necessary  for  the  ablest  county  to  raise  in  order  to 
operate  its  six  months  school  system  without  State  aid,  and  (2)  by  calcu- 
lating the  amount  every  other  county  would  raise  toward  suporting  its  own 
six  months  term  provided  it  made  the  same  effort — measured  by  tax  rate 
levied — made  by  the  ablest  county,  and  (3)  by  calculating  the  amount  still  to 
be  raised  after  funds  raised  in  this  manner  by  the  counties  have  been  de- 
ducted from  their  total  six  months  budget.  The  duty  for  providing  funds 
for  maintaining  the  six  months  school  term  in  each  county  should  remain 
where  it  now  rests,  that  is,  on  the  county  commissioners  of  each  county. 
The  amount  of  State  aid  due  each  county  would  be  calculated  by  the  State 
Department  of  Education  and  certified  to  the  county  board  of  education 
before  it  makes  up  its  May  budget.  The  amount  of  State  aid,  equalized  in 
accordance  with  the  plan  which  just  has  been  outlined,  would  be  appro- 
priated for  a  period  of  two  years.  An  allowance  for  an  increase  of  as 
much  as  five  per  cent  for  the  second  year  over  the  first  year  would  enable 
each  county  that  is  making  progress  in  building  up  an  improved  staff  of 
teachers  to  have  at  least  a  part  of  such  additional  burden  reflected  in  its 
State  aid. 

The  Commission  believes  that  the  amount  of  State  support  for  the  schools 
of  the  counties  should  be  sufficient  to  make  the  burden  of  each  county  sub- 
stantially uniform.  The  Commission  does  not  recommend,  however,  that  a 
scheme  of  State  aid  on  as  liberal  a  scale  as  this  be  put  into  effect  at  once. 
Although  the  Commission  does  not  approve  of  the  present  scheme  of  support 
of  the  six  months  term,  it  is  of  the  opinion  that  any  reduction  of  the  bur- 
den now  borne  by  the  weaker  counties  should  be  gradual  instead  of  coming 

xFor  rates  levied  by  counties  in   1926-27,   see  Table  IV,  page  46. 


Part  I  7 

ail  at  once.  The  proper  size  of  the  State  fund  necessary  for  the  six  months 
term  cannot  be  accurately  predicted  at  the  present  time,  bcause  it  would  be 
determined  to  a  certain  extent  both  by  the  relative  ability  of  the  counties 
to  support  their  own  programs  and  by  the  size  of  their  programs.  Until  an 
equalized  valuation  of  property"  for  the  entire  State  has  been  made,  no  pre- 
diction can  be  accurate  as  to  the  relative  abilty  of  the  several  counties.  The 
Commission  has  calculated  the  size  of  the  State  funds  on  the  basis  of: 

1.  The  burden  being  completely  equalized  among  the  counties. 

2.  The  burden  being  equalized  among  all  the  counties  poorer  than  the 
average  of  the  six  richest  counties. 

3.  The   burden   being"   equalized    among   all    counties    poorer    than    the 
average  of  the  twelve  richest  counties. 

The  Commission  made  these  calculations  on  the  basis  of  the  total  need 
for  each  county  being  determined  by  the  cost  of  teachers  salaries  according 
to  the  State  schedule,  and  of  current  expense  other  than  salaries  estimated 
at  15  per  cent  of  salaries,  and  on  the  basis  of  the  ability  of  each  county  as 
being  determined  by  the  assessed  valuation  of  property  in  1925.  It  made  the 
same  kind  of  calculations  based  on  a  theoretical  valuation,  which  is  the  aver- 
age of  the  years  1920  and  1925.  These  calculations  are  shown  in  detail  in 
Tables  XI  and  XII.  Each  table  shows  the  total  current  expense  for  six 
months,  the  amount  that  would  be  produced  in  each  county  by  a  county  tax 
rate  of  (1)  22  cents,  (2)  28  cents,  (3)  30  cents  on  the  $100  of  assessed  valua- 
tion, and  the  size  of  the  State  fund  that  would  be  necessary  for  each  county 
in  order  for  it  to  meet  the  requirements  of  a  six  months  budget  under  each 
plan. 

It  will  be  noted  that  Table  XI  shows  the  total  budget  for  the  six  months 
term  in  round  numbers  as  being  $13,000,000.  It  shows  that  the  amount 
which  would  be  raised  by  a  22  cent  levy  by  the  counties  on  the  1925  valua- 
tion is  six  million  dollars,  leaving  approximately  seven  million  dollars  to  be 
raised  by  the  State;  that  the  amount  raised  by  a  28  cent  county  rate  is  seven 
and  one-half  million  dollars,  leaving  roughly  five  and  one-half  million  dollars 
to  come  from  fhe  State;  that  the  amount  raised  by  a  30  cent  county  rate  is 
eight  million  dollars,  leaving  roughly  five  millions  to  come  from  the  State. 
The  amount  raised  by  a  35  cent  county  rate  would  be  nine  million  dollars, 
leaving  four  millions  to  be  raised  by  the  State.  Table  XII,  giving  the  same 
information  with  respect  to  the  county  and  the  State  burdens  based  on  the 
average  of  the  valuations  of  1920  and  1925,  shows  that  the  22  cent  county 
rate  would  raise  six  and  one-half  million  dollars,  leaving  six  and  one-half 
millions  for  the  State  fund;  that  the  28  cent  county  rate  would  raise  eight 
and  one-tenth  millions,  leaving  four  and  nine-tenths  for  the  State  fund; 
and  that  the  30  cent  county  rate  would  raise  eight  and  three-fourths  millions, 
leaving  four  and  one-fourth  millions  for  the  State  fund.  The  exact  figures 
may  be  seen  in  the  summary  of  the  two  tables  referred  to. 

The  Commission  believes  that  on  the  basis  of  an  equalized  valuation  of 
property  the  part  of  the  $13,000,000  fund  that  would  fall  on  the  counties 
would  be  somewhat  larger  than  the  figures  calculated  on  the  1925  valuation, 
and   somewhat  smaller  than  the  figures   calculated   on  the  average   of  1920 


8  Report  of  Educational  Commission 

and  1925  valuations;  that  the  part  to  be  provided  by  the  State  as  an  equal- 
izing fund  would  be  somewhat  smaller  than  the  calculations  based  on  the 
1925  valuation,  and  somewhat  larger  than  the  calculations  based  on  the 
average  of  1920  and  1925  valuations. 

It  is'  obvious,  of  course,  that  the  size  of  the  State  fund  is  determined  to 
some  extent  by  the  size  of  the  six  months  budget  for  current  expense,  but 
that  it  is  determined  most  largely  by  the  range  of  ability  from  the  richest 
to  the  poorest  county.  If  every  county  were  as  rich  as  the  richest  county, 
then  each  county  after  levying  as  much  for  the  support  of  its  own  six 
months  program  as  would  be  necessary  for  the  richest  county  to  levy  in  order 
to  carry  its  entire  six  months  program,  would  have  levied  a  rate  sufficient 
to  carry  its  own  entire  minimum  program,  and  no  State  aid  whatever 
would  be  necessary.  If  the  range  in  ability  from  the  richest  to  the  poorest 
county  were  two  to  one,  the  size  of  the  equalizing  fund  would  be  small. 
If  the  range  from  the  richest  to  the  poorest  county  were  four  to  one,  the 
equalizing  fund  would  have  to  be  larger.  If  the  range  from  the  richest  to 
the  poorest  county  were  six  to  one,  as  in  reality  it  is,  the  equalizing  fund 
would  have  to  be  large  if  it  actually  equalized  among  counties  the  support 
of  the  minimum  term. 

Method  and  Technique  of  Determining  the  Relation  Between  County 

and  State  Support 

In  determining  the  proportion  of  the  total  fund  required  to  maintain 
an  eight  months  minimum  term  to  be  borne  by  the  counties  and  the  pro- 
portion to  be  borne  by  the  State,  the  Commission  has  kept  in  mind  the 
principle  that  each  county  should  help  support  its'  schools  in  order  to  keep 
at  a  high  pitch  county  interest,  county  enthusiasm,  county  initiative  in  the 
conduct  of  its  school  system,  and  that  the  State  should  help  support  the 
schools  of  all  counties  in  such  manner  and  to  such  extent  as  to  make  fall 
evenly  the  total  burden  of  support.  The  simplest  way  to  determine  the  total 
amount  of  State  support  for  each  county  would  be,  it  seems,  to  require  the 
State  to  provide  funds  for  meeting  the  entire  minimum  program  of  all  coun- 
ties after  deducting  such  amount  as  would  be  raised  by  each  county  if  it 
made  the  same  effort  by  a  county  property  tax  as  would  be  necessary,  for 
the  ablest  county  to  make  in  order  to  carry  its  entire  minimum  program. 

The  technique  for  doing  this  can  be  summarized  as  follows: 

a.  Ascertain  the  need  of  each  county  for  maintaining  the  minimum 
State  educational  program  in  accordance  with  satisfactory  standards. 

b.  Ascertain  the  burden  that  meeting  this  need  completely  would  place 
upon  the  ablest  county. 

c.  Require  each  county  to  make  the  same  effort  as  the  ablest  county 
would  have  to  make  in  order  to  carry  its  own  entire  minimum  pro- 
gram. 

d.  The  difference  between  (a)  and  (c)  equals  the  amount  each  county 
would  be  entitled  to  draw  from  the  State  fund,  and  the  sum  total 
of  these  amounts  represents  the  size  of  the  fund  to  be  provided  by 
the  State. 


Part  I  9 

Under  such  plan  the  State  would  give  some  aid  to  every  county  in  the 
State  except  the  ablest  in  its  effort  to  equalize  among  counties  the  burden  of 
supporting  the  State  minimum   school  program. 

Equalization  of  the  Effort  Made  by  Each  County — How  Determined 

The  plan  just  proposed  requires  in  principle  "each  county  to  make  the  same 
effort  as  the  ablest  county  would  have  to  make  in  order  to  carry  its  entire 
minimum  program."  But  how  is  effort  to  be  measured,  and  how  is  the  ability 
of  the  ablest  county  to  be  determined?  What  is  the  ablest  county  in  Nortb 
Carolina?  Table  I  shows  the  total  assessed  valuation  of  property  in  all 
counties  over  a  considerable  number  of  years.  Table  II  shows  the  increase  in 
real  property  values  over  the  same  period.  Table  III  shows  the  tax  rate  levied 
by  all  counties  over  an  equally  large  number  of  years.  Is  the  county  that 
has  the  most  assessed  valuation  the  ablest  county?  Is  the  county  that  can 
maintain  its  schools  on  the  lowest  tax  rate  the  ablest  county?  Do  two  coun- 
ties that  have  approximately  the  same  assesed  valuation  have  approximately 
the  same  economic  strength?  The  answer  to  this  question  depends,  among 
other  factors,  on  who  made  the  assessment,  and  how  it  was  made  in  the  two 
counties,  and  the  need  to  be  provided  for. 

The  unit  of  economic  strength  accepted  by  this  Commission  in  determining 
the  relative  ability  of  each  county  to  carry  its  own  educational  load,  is  in 
part  the  amount  of  taxable  property,  based  on  an  equalized  assessment,  per 
pupil  enrolled  in  school  in  the  several  counties.  The  Commission  realizes, 
however,  that  property  valuation  is  only  one  measure,  and  not  necessarily 
the  best,  of  economic  strergth.  In  order  to  prosper  economically  one  must 
spend  not  out  of  one's  capital  but  out  of  one's  surplus.  A  community  must 
spend  not  its  accumulated  capital  but  only  the  income  from  this  capital,  and 
under  normal  conditions  only  a  part  of  that.  It  is  not  only  the  property  of  a 
county,  therefore,  but  also  the  income  which  is  earned  in  the  county  that 
measures  its  economic  strength.  This  Commission  maintains  that  the 
soundest  criterion  of  the  economic  strength  of  a  county  is  a  weighted  com- 
bination of  property  values  and  of  income.  This  measure  of  economic 
strength  takes  into  account,  first,  what  one  owns,  second,  what  one  earns1. 
Since  there  are  often  wide  divergences  between  property  values  and  income 
earned  in  the  several  counties,  the  Commission  has  accepted  a  combination  of 
property  valuation  and  income  tax  paid  as  being  the  most  truly  representative 
index  of  the  economic  strength  of  each  county. 

In  Table  IX  is  presented  an  index  of  the  economic  strength  of  each 
county.  This  index  was  determined  by  adding  the  individual  and  domestic 
income  taxes  actually  paid  in  1925  to  one  and  twenty-five  hundredths  per 
cent  of  the  assessed  value  of  all  property  in  each  county.  At  present  the 
average  annual  county-wide  property  tax  is  approximately  $1.25  on  each  $100 
of  valuation.  This  measure  of  economic  strength  accepts  tentatively  the  idea 
that  property  taxes  paid  plus  income  taxes  paid  measure  better  the  ability 
of  each  county  than  does  the  single  measure  of  assessed   property  values. 

The  present  measure  of  relative  ability  of  each  county  to  support  education 
or  any  other  public  function,  which  has  heretofore  been  accepted  in  North 
Carolina,  is  the  assessed  valuation  of  the  property  behind  each  child  enrolled 


10  Report  of  Educational  Commission 

in  school.  The  Commission  presents  in  Table  VIII  the  ability  of  each  county 
measured  by  its  assessed  valuation  per  pupil  enrolled.  The  range  in  ability, 
as  shown  by  this  table,  is  from  $1,481  per  pupil  in  Wilkes  County  to 
$8,520  per  pupil  in  Forsyth  County.  The  average  for  North  Carolina  is 
$3,360  per  pupil.  Stated  differently,  this  means  that  approximately  six  times 
as  much  effort  is  required  of  Wilkes  County  to  furnish  a  given  educational 
program  as  is  required  of  Forsyth  County  to  furnish  the  same  program. 

Equalization  of  Assessed  Property  Valuations — Its   Importance  and  the 
Method  of  Securing  It 

If  the  assessed  valuation  of  property  be  considered  a  partial  measure 
of  tbe  ability  of  the  several  counties  to  support  their  minimum  programs, 
and  a  factor  in  determining  the  apportionment  of  the  State  fund,  justice 
requires  that  the  assessments  of  property  in  the  several  counties  be  as  nearly 
equalized  as  possible.  No  one  would  maintain  that  today  the  assessed  valua- 
tions in  the  various  counties  are  equalized  valuations.  No  general  and  com- 
plete assessment  of  real  property  has  been  made  in  North  Carolina  since 
1919. 

The  last  General  Assembly  in  apportioning  practically  all  of  the  present 
State  equalizing  fund  required  that  it  be  apportioned  on  the  basis  of  the  prop- 
erty valuation  of  1920.  Of  course  the  valuations  of  1920  do  not  represent 
today  the  relative  abilities  of  the  several  counties  (as  measured  by  property 
valuations)  to  support  their  educational  programs.  The  changes  in  values 
produced  by  the  deflation  of  1921  and  1922,  by  the  expenditure  of  $120,000,- 
000  in  highway  construction  since  1921,  and  by  the  rapid  growth  in  property 
values  in  certain  counties  and  the  actual  falling  off  in  property  values  in 
certain  other  counties,  however,  make  it  altogether  impossible  to  distribute 
equitably  and  justly  among  counties  any  State  fund  of  considerable  size  on 
the  basis  of  present  assessed  valuations. 

The  Commission  believes  an  actual  State-wide  revaluation  of  all  taxable 
property,  State  supervised  and  State  controlled,  with  machinery  in  the  State 
Department  of  Revenue  for  keeping  this  reassessment  continuously  up  to 
date,  to  be  the  best  method  of  obtaining  an  equalized  assessment  of  property 
values.  Regardless  of  whether  North  Carolina  ever  again  levies  an  ad  valorem 
p:operty  tax  for  State  purposes,  there  are  many  considerations  urgently  in 
favor  of  a  wise  State  supervision  of  the  assessment  of  property.  When  the 
assessment  is  made  the  responsibility  of  the  county  commissioners,  and  their 
responsibility  alone,  experience  in  North  Carolina  and  elsewhere  shows  that 
ttere  are  usually  as  many  different  standards  as  there  are  counties  in  the 
State.  So  long  as  the  question  of  fixing  property  values'  for  assessment  pur- 
poses remains  in  the  actual  control  of  local  authorities,  so  long  will  it  be  the 
football  of  local  politics.  The  Commission  recommends,  therefore,  that  the 
present  General  Assembly  provide  for  a  complete,  thorough-going,  fair  equal- 
ization of  the  valuation  of  all  property  in  North  Carolina,  and  that  after  this 
has  been  done,  it  be  kept  continuously  up  to  date,  so  that  material  changes 
in  the  value  of  real  property  be  reflected  in  the  assessment  of  that  property 
every  year  instead  of,  as  at  present,  every  four  years. 


Part  I  11 

The  Commission  cannot  state  too  forcefully  its  thorough  conviction  that 
for  all  purposes  of  taxation  the  assessment  of  property  in  North  Carolina 
should  be  equalized  among  counties,  among  communities,  and  among  indi- 
viduals within  counties,  and  that  this  assessment  should  be  shown  on  the  tax 
books  at  its  true  value  in  money.  It  recommends  that  the  apportion- 
ment of  all  State  aid  for  the  public  schools  be  based  on  this  equalized  assess- 
ment instead  of  as  at  present  on  an  assessment  already  seven  years  out  of 
date. 

In  this  connection  the  Commission  presents  herewith  a  short  quotation 
from  a  report  by  "The  Committee  Appointed  by  the  National  Tax  Association 
to  Prepare  a  Plan  of  a  Model  System  of  State  and  Local  Taxation."  This 
committee  was  composed  of  a  notable  group  of  authorities'  on  the  theory  and 
practice  of  taxation.1  In  this  report  the  committee,  in  discussing  the  pro- 
posal to  separate  the  sources  of  State  and  local  taxation,  has  the  following 
to  say  (pages  38-39)  about  the  desirability  of  State  supervision  of  the  as- 
sessment of  property  foi  local  taxation: 

"The  committee  is  of  the  opinion  that  a  partial  separation  of  the 
sources  of  State  and  local  revenue  is  desirable,  but  that  complete 
separation,  by  cutting  the  connecting  cord  between  the  State  and  local 
governments,  tends  to  destroy  the  State's  sense  of  responsibility  in 
the  matter  of  local  taxation.  There  is  no  experience  to  justify  the 
belief  that,  if  the  states  turn  over  to  the  local  governments  independ- 
ent sources  of  revenue,  and  adopt  the  theory  that  local  taxation  is  an 
affair  of  purely  local  interest,  we  shall  ever  have  a  satisfactory  admin- 
istration of  the  tax  laws  by  local  officials.  Experienre  abundantly 
shows  that  such  officials  need  constantly  the  expert  advice,  intelligent 
guidance,  and,  when  necessary,  the  effective  control  of  a  State  tax 
commission  composed  of  experts  and  keenly  alive  to  the  need  of  just 
and  efficient  administration  of  tax  laws  by  local  officials." 

Recommendation  of  Equalizing  Fund — Its  Size 

The  Commission  finds  that  in  order  substantially  to  equalize  the  burden 
of  taxation  for  the  support  of  schools  in  the  State  it  would  be  necessary  to 
provide  revenue  from  State  sources  sufficient  to  reduce  the  tax  rate  in  each 
county  for  school  purposes  to  about  35  cents  on  the  $100  valuation  of  prop- 
erty, and  that  in  order  to  reduce  the  tax  rate  in  each  county  which  would 
participate  in  the  fund  to  that  amount  for  teachers  salaries  and  operating  and 
equipment  expenses  it  would  be  necessary  for  the  State  to  provide  an  equal- 
ization fund  from  State  revenues  in  the  amount  of  $4,000,000. 

The  Commission,  realizing  the  urgent  need  of  lightening  the  burden  of  ex- 
cessive and  unequal  taxation  of  property  in  the  counties  for  the  support  of 
the  six  months  school  term  under  the  mandate  of  the  constitution  and  the 
impossibility  of  doing  this,  except  through  a  large  and  increased  State  equal- 

1  The  membership  of  the  Committee  was  as  follows:  Charles  J.  Bullock,  Harvard 
University,  Chairman;  T.  S.  Adams,  Yale  University;  Charles  V.  Galloway,  State  Tax 
Commissioner  of  Oregon;  Samuel  T.  Howe,  Kansas  Tax  Commission;  Celsus  P.  Link. 
Colorado  Tax  Commission;  Samuel  Lord,  Minnesota  Tax  Commission;  Ogden  L.  Mills, 
Congressman,  City  of  New  York;  Thomas  W.  Page,  University  of  Virginia;  A.  C.  Rearick 
Attorney  at  Law,  City  of  New  York;   W.  L.  Tarbet,   Illinois  Central  Railroad  Company. 


12  Repokt  of  Educational  Commission 

ization  fund  derived  from  State  revenues  sufficient  to  divide  more  equally  and 
justly  the  cost  of  the  schools  between  the  State  and  the  counties,  strongly 
recommends  the  increase  of  this  fund  at  once,  if  possible,  to  $4,000,000, 
and  it  believes  this  to  be  possible;  and  further  recommends  that  this  fund 
for  the  most  important,  the  most  needy,  and  most  heretofore-neglected  part  of 
the  public  school  system,  be  given  precedence  in  the  budget  over  all  other 
appropriations  for  education. 

The  State  is  now  paying  out  of  State  revenues  only  $1,500,000  for  the 
support  of  the  common  schools,  which  is  less  than  one-eighth  of  the  $13,000,- 
000  cost  of  the  current  expense  of  the  six-months  school  term.  The  Com- 
mission believes  the  decrease  of  the  burden  upon  the  counties  by  this  in- 
crease of  the  State's  proportion  of  the  cost  of  the  six  months  school  through 
the  increase  of  the  State  equalization  fund  to  be  the  first  duty  and  inescapable 
obligation  of  this  General  Assembly  to  education. 

Conditions  Prerequisite  to  Participation 

Before  any  county  may  participate  in  this  Equalization  Fund  the  Com- 
mission recommends  that  each  county  shall  accept  and  comply  with  the  fol- 
lowing requirements': 

(a)  That  each  county  adopt  and  keep  in  effect  a  uniform  system  of  books 
and  reports  to  be  prescribed  by  the  State,  showing  at  the  end  of  each 
month  the  amount  expended  against  the  budget,  the  balance  of  the 
budget  unexpended,  and  further  comply  with  any  and  all  other  re- 
quirements that  the  State  may  prescribe  pertaining  to  the  keeping 
of  accounts  and  records. 

(b)  That  each  county  comply  with  and  keep  in  effect  such  minimum 
salary  schedule  for  county  superintendents,  principals,  teachers  and 
other  employees,  as  may  be  established  and  prescribed  by  the 
State  for  said  county,  both  as  to  the  number  of  persons  employed 
and  the  salaries  paid. 

(c)  That  each  county  levy  an  additional  tax  above  the  35  cents  for 
current  expenses,  sufficient  to  pay  all  interest  on  bonded  indebted- 
ness, provide  sinking  funds,  and  pay  such  other  charges  and  ex- 
penses of  the  school  system  as  may  not  be  included  in  current  ex- 
pense as  above  defined;  and  also  file  annually  with  the  State  Su- 
perintendent of  Public  Instruction,  within  90  days  after  the  end  of 
each  fiscal  year,  an  exact  statement  of  the  county  school  debt  of 
all  kinds  on  forms  to  be  prescribed  by  the  State. 

(d)  That  each  county  accept  the  valuation  placed  on  its  property  by  a 
state-wide  revaluation  and  assessment,  equalizing  the  values  among 
the  counties,  to  be  made  in  the  year  1927,  and  that  each  county  be 
required  to  levy  a  rate  of  taxation  on  such  valuation  necessary  to 
produce  its  part  of  the  school  fund,  said  rate  to  be  not  less  than 
35  cents  on  the  $100. 

(e)  That  no  county  be  allowed  to  receive  more  than  5  per  cent  more 
for  the  second  year  of  any  biennium  from  the  State  fund  than  it 
received  for  the  first  year  of  said  biennium. 


Part  I  13 

The  Distribution  of  the  Equalizing  Fund 

The  Commission  recommends  that  for  the  school  year  1927-28  the  four 
million  dollar  State  equalizing  fund  be  apportioned  to  the  counties  on  the 
following  basis: 

1.  That  the  first  one  and  one-half  million  dollars  of  this  fund  be  distributed 
exactly  in  accordance  with  the  method  of  distributing  the  present  State 
equalizing  fund. 

2.  That  the  remainder  of  this  fund  be  distributed  by  a  Commission  to 
be  appointed  by  the  Governor.  It  recommends  that  the  State  Department 
of  Education  furnish  this  commission  with  all  information  available  to  it 
which  would  throw  light  on  the  relative  need  and  the  relative  ability  of  the 
counties.  It  recommends  that  $300,000  of  this  fund  be  set  aside  to  be  used 
as  a  stimulating  fund  to  encourage  counties  to  increase  their  minimum  term 
from  six  months  to  eight  months  immediately,  and  that  this  fund  be  used  to 
continue  for  eight  months  the  relative  proportion  of  aid  which  any  county  go- 
ing on  the  eight  months  basis  already  received  for  six  months.  It  recommends, 
further,  that  the  final  $2,200,000  be  so  distributed  that  no  county  would  re- 
ceive more  than  its  need  measured  by  its'  budget  for  1926-27  and  its  ability, 
measured  by  the  valuation  of  1926,  would  entitle  it  to  and  that  no  county 
would  receive  less  than  its  need,  as  measured  by  the  1926-27  budget,  and  its 
ability,  as  measured  by  the  average  of  1920  and  1926  valuation,  would  entitle 
it  to. 

The  Commission  recommends  that  the  State  equalizing  fund  for  1928-29 
be  apportioned  to  the  several  counties  on  the  basis'  of  their  need  as  measured 
by  their  budget  for  1927-28  and  on  the  basis  of  their  ability  as  measured 
by  the  equalized  valuation  of  property  to  be  made  under  State  supervision  in 
1927. 

The  Commission  realizes  that  the  distribution  of  a  four  million  dollar 
equalizing  fund  for  1927-28  on  the  basis  proposed  by  the  Commission  would 
not  mean  an  altogether  just  apportionment.  The  Commission  believes,  how- 
ever, that  such  apportionment  would  place  the  total  burden  of  school 
support  much  more  evenly  and  equitably  than  the  present  method  of  school 
support  does,  and  it  believes  that  the  proposed  method  of  apportionment 
comes'  as  near  to  being  a  just  method  as  can  be  devised  before  a  complete 
state  supervised  reassessment  of  property  has  been  made. 


CHAPTEE   III 

THE  EIGHT  MONTHS  SCHOOL  TERM 

Chapter  II  on  the  Six  Months  School  Term  pointed  out  that  the  Constitu- 
tion in  1868  provided  for  a  four  months  minimum  school  term,  and  that 
this  was  increased  by  constitutional  amendment  iD   1918  to  six  months. 

Of  course  many  districts,  especially  city  districts,  had  provided  for  them- 
selves a  much  longer  term  than  either  four  or  six  months  before  the 
change  in  the  constitution  authorizing  six  months  was  made.  Today  all 
cities  have  provided  for  themselves  a  minimum  term  of  at  least  eight  months, 
the  majority  of  them  nine  months.  Some  progressive  country  districts 
had,  before  the  constitutional  change,  provided  themselves  with  longer  school 
terms  than  the  constitutional  minimum.  Today  some  65  per  cent  of  the  white 
children  in  country  districts  attend  schools  which  have  longer  terms  than  the 
constitutional  minimum. 

The. eight  months  school  term  is,  then,  mainly  a  problem  in  rural  educa- 
tion. It  is  perhaps,  the  biggest  and  the  most  difficult  of  all  educational  prob- 
lems the  State  is  now  facing.  Tables  V  and  VI  show  that  there  are  today  en- 
rolled in  the  rural  schools  of  North  Carolina  427,013  white  pupils,  and  194,596 
colored  pupils.  Of  the  427,013  white  pupils  enrolled  in  the  rural  schools, 
149,568  attend  six  months  schools;  29,836  attend  schools  longer  than  six 
months  but  less  than  eight;  199,660  attend  eight  months  schools,  and  47,947 
attend  schools  longer  than  eight  months.  Of  the  194,596  colored  pupils 
enrolled  in  the  rural  schools,  158,930  attend  six  months  schools;  14,180  at- 
tend schools  longer  than  six  months  but  less  than  eight;  17,055  attend  eight 
months  schools,  and  4,431  attend  schools  longer  than  eight  months'.  Of  the 
136,425  white  pupils  attending  the  city  schools  of  North  Carolina,  not  one 
attends  a  school  whose  term  is  less  than  eight  months;  only  8,887  are  in 
schools  with  terms,  as  short  as  eight  months;  127,538  attend  schools  with 
a  term  extended  beyond  eight  months.  Of  the  59,219  colored  children 
enrolled  in  the  city  schools  of  North  Carolina,  only  1,254  attend  six  months 
schools;  3,020  attend  schools  whose  terms  are  between  six  and  eight  months; 
9,797  attend  eight  months  schools;  and  45,148  attend  schools  having  a  term 
extended  beyond  eight  months.  The  eight  months  school  term,  then,  con- 
cerns rural  children  only,  because  no  white  children  and  less  than  5,000 
colored  children  living  in  cities  attend  a  school  whose  term  is  less  than 
eight  months. 

All  the  city  and  rural  districts  which  now  enjoy  the  advantages  of  an 
extended  school  term,  do  so  at  their  own  expense.  They  have  made  provision 
for  the  extended  term  by  a  vote  of  the  citizens  of  the  local  district  con- 
cerned. The  districts  with  extended  terms  are  sometimes  very  small;  some- 
times fairly  large,  containing  two  or  three  small  districts  consolidated  into 
one,  or  two  or  more  townships  consolidated.  Sometimes  even  an  entire 
county  has  voted  as  a  county  to  levy  a  special  tax  upon  itself  for  the 
purpose  of  operating  a  county-wide  school  system  for  two  months  in  addi- 
tion to  the  regular  term  of  six  months. 


Paet  I  15 

Proportion  of  Assessed  Property  Supporting  Only  the  Six  Months  Term 

Since  practically  all  pupils  enrolled  in  city  schools  and  65  per  cent  of 
the  white  pupils'  enrolled  in  rural  schools  now  enjoy  the  advantages  of  the 
eight  months  term,  the  question  has  arisen  of  the  desirability  of  a  minimum 
term  of  at  least  eight  months  for  all  the  children  of  the  State.  For  the  past 
five  years  demand  for  the  consideration  of  this  question  has  been  becoming 
more  and  more  insistent.  There  is  at  present  one  way  open  by  which 
any  district  in  the  State  may  provide  an  eight  months  term  for  itself  within 
a  reasonably  short  time;  namely,  for  that  district,  by  a  vote  of  its  citizens, 
to  levy  on  itself  a  special  district  tax  for  this  purpose.  Table  X  shows, 
however,  that  in  many  cases  such  a  means  of  providing  an  eight  months 
school  term,  although  theoretically  possible,  is  practically  prohibitive.  The 
small  amount  of  taxable  property  in  many  of  the  rural  districts'  now  having 
only  a  six  months  term  prevents  their  levying  a  sufficient  local  tax  upon 
themselves  to  secure  enough  revenue  for  extending  their  term  two  months. 

Table  X  shows  for  each  county  the  assessed  valuation  levying  special  dis- 
trict tax  for  supplementing  and  extending  the  six  months  term  and  the 
valuation  levying  no  special  tax,  the  enrollment  in  districts  under  special 
tax  and  in  districts  under  no  special  tax  and  the  valuation  per  pupil  en- 
rolled in  districts  levying  special  tax  and  in  districts  levying  no  special  tax. 
The  1925  assessed  valuation  of  the  entire  State  was  $2,753,335.99.  Of  this 
2%  billion  dollars  valuation,  $2,297,602,087  was  under  special  district  tax  for 
schools;  and  only  $455,731,512  was  under  no  special  district  tax.  In  other 
words,  83  per  cent  of  the  total  taxable  property  of  North  Carolina  levied 
special  district  tax  to  supplement  or  extend  the  county  levies  for  the  six 
months  term  and  only  17  per  cent  of  the  total  assessed  valuation  levied  no 
special  tax. 

During  the  school  year  1925-26  the  total  enrollment  in  North  Carolina  was 
817,286.  Of  this,  607,252  pupils  were  enrolled  in  special  tax  districts  and 
210,034  in  districts  levying  no  special  tax,  74  per  cent  in  special  tax  districts 
and  26  per  cent  in  districts  levying  no  special  tax.  In  other  words,  the 
special  tax  districts  embraced  83  per  cent  of  all  the  property  but  served  only 

74  per  cent  of  the  pupils;  and  the  non  special  tax  districts  contained  17  per 
cent  of  the  assessed  valuation  and  26  per  cent  of  the  pupils. 

In  1925-26  the  assessed  valuation  per  pupil  enrolled  for  the  entire  State 
was  $3,369,  in  territory  under  special  tax  $3,784,  under  no  special  tax  $2,170. 
The  valuation  per  pupil  in  territory  under  special  tax  was  almost  exactly 

75  per  cent  higher  than  the  valuation  per  pupil  in  the  territory  under  no 
special  tax.  It  is  of  course  evident  that  pupils  living  in  special  tax  terri- 
tory, which  has  a  longer  term  or  a  better  building  or  both  than  non  special 
tax  territory  has,  do  not  attend  schools  in  non  special  tax  territory.  On  the 
other  hand,  many  County  Superintendents  in  reporting  the  valuation  and 
enrollment  of  the  special  tax  territory  called  attention  to  the  fact  that  many 
pupils  living  in  non  special  tax  territory  attended  school  in  adjoining  special 
tax  territory  and  paid  tuition  for  the  extended  term.  It  is  highly  probable, 
therefore,  that  the  true  valuation  per  pupil  for  1925-26  should  be  lower  than 
$2,170  in  territory  under  no  special  tax  and  higher  than  $3,784  in  territory 
under  special  tax. 


16  Report  of  Educational  Commission 

As  an  illustration  of  the  wide  range  between  the  taxable  wealth  of  districts 
levying  special  tax  and  districts  levying  no  special  tax  in  some  counties, 
the  Commission  points  out  that  for  the  year  1926-27,  the  taxable  wealth 
of  one  particular  local  tax  district  in  one  county  is  more  than  $27,000 
per  pupil  enrolled.  The  wealth  in  all  local  tax  districts  in  this  county 
is  $9,170  per  pupil  enrolled.  The  wealth  of  this  entire  county  outside 
of  those  districts  already  under  special  local  tax  for  schools  is  $4,804  per 
pupil  enrolled.  In  this  county  there  are  enrolled  in  schools  supported 
by  special  district  taxes  17,908  pupils,  in  schools  that  have  no  special 
district  tax  3,017  pupils.  If  only  pupils  living  in  special  tax  districts 
were  allowed  to  attend  the  schools  of  special  tax  districts,  and  if  all 
pupils  living  in  non  local  tax  districts  were  required  to  attend  non  local 
tax  schools,  the  enrollment  in  local  tax  schools  would  be  considerably 
smaller,  and  the  enrollment  in  non  local  tax  schools  considerably  larger. 
This  means  that  as  a  matter  of  fact  the  wealth  behind  each  pupil  living  in 
local  tax  districts  in  this  county  is  not  $9,170,  but  in  reality  more  than 
$9,170,  and  that  the  wealth  behind  each  pupil  enrolled  in  non  local  tax 
districts  is  not  $4,804,  but  actually  much  less  than  $4,804.  It  is  no  doubt 
true  that  some  of  the  districts  in  this  county  which  are  not  under  special 
local  tax  are  many  times  poorer  than  the  average  of  all  such  districts  in 
the  county. 

Under  such  conditions  there  is  no  need  to  hope  that  eventually  all  the  dis- 
tricts of  North  Carolina,  even  to  the  least  wealthy  ones,  will  themselves  pro- 
vide additional  school  facilities  for  themselves.  Some  of  them  should  not 
be  allowed  to  do  so,  even  if  they  so  wished. 

Objections  to  Eight  Months  School  Teem 
In  undertaking  to  learn  at  first  hand  from  the  rural  people  themselves 
their  needs  and  desires  with  respect  to  an  eight  months  school  term,  the 
members  of  the  Educational  Commission  carried  on  during  the  late  summer 
and  fall  several  field  investigations.  Each  member  either  held  public  meet- 
ings in  one  or  more  counties,  at  which  the  question  of  the  state-wide  eight 
months  term  was  discussed,  or  made  extended  personal  visits  throughout 
several  counties,  discussing  with  individuals  or  groups  the  eight  months 
term. 

Need  for  Labor  of  Children  of  Compulsoey   School  Age 

The  enthusiasm  with  which  the  proposal  of  an  eight  months  term  was  re- 
ceived varied  greatly  from  one  county  to  another,  and  among  groups  in  a  given 
county.  In  the  abstract  the  idea  was  received  favorably  by  almost  everyone. 
Two  difficulties  in  the  way  of  the  practical  acceptance  of  the  idea,  however, 
were  pointed  out  by  a  great  many  people.  It  was  pointed  out  that  small 
land  owners,  tenant  farmers,  and  large  land  owners  have  great  need  at 
certain  seasons  of  the  year  for  the  labor  of  country  children  of  compulsory 
school  age.  It  was  also  pointed  out  that  increasing  the  constitutional  term 
two  months  would  put  a  considerable  additional  financial  burden  upon  the 
people  of  the  State.  The  question  was  raised  whether  North  Carolina  could 
pay  for  an   eight  months   school   term   without   crippling  itself   financially, 


Part  I  17 

or  without  checking  its  progress  in  other  fields  which  are  right  now  more 
important  than  a  longer  school  term  for  country  children. 

A  considerable  amount  of  opinion,  in  the  judgment  of  the  Commission,  is  to 
the  effect  that  a  minimum  term  of  eight  months  for  all  country  districts  would 
put  a  hardship  on  many  parents  of  the  children  who  would  be  affected  by  it, 
and  also  on  many  employers  of  farm  tenant  labor,  both  white  and  colored.  It 
is  a  fact  that  much  of  the  labor  in  the  growing  and  harvesting  of  such  crops 
as  cotton,  tobacco,  strawberries,  and  other  smaller  crops  is  today  the  labor  of 
children  between  the  ages  of  eight  and  fourteen  years.  It  is  true  that  many  of 
the  parents  of  these  children  believe  that  they  could  not  make  both  ends  meet 
to  say  nothing  of  making  a  profit,  in  their  farming  if  they  were  not  allowed 
to  use  the  labor  of  their  own  children.  It  is  also  true  that  many  large 
farmers  weigh  carefully  the  number  of  children  a  prospective  tenant  has 
when  they  consider  employing  him.  Although  many  parents  and  other 
employers  of  child  labor  on  farms  conscientiously  believe  that,  deprived  of 
their  opportunity  to  use  child  labor  through  the  requirements  of  an  eight 
months  term,  they  would  be  unable  to  farm  at  either  a  profit  or  a  living 
wage,  the  commission  cannot  find  itself  in  agreement  with  this 
belief.  The  very  fact  that  57  per  cent  of  all  white  rural  children  attend 
schools  with  terms  of  eight  months  or  longer,  and  the  fact  that  these  children 
come  from  practically  every  county  and  from  every  section  of  North  Carolina, 
disprove  the  truth  of  this  opinion.  In  this  question,  just  as  in  a  great  many 
other  social  questions,  what  one  becomes  accustomed  to  do  is  what  one  thinks 
he  can  do. 

Relation  Between  Length  of  Term  and  Attendance 

In  order  that  its  opinion  might  be  based  on  conditions  now  existing  as  to 
school  attendance  in  schools  of  different  lengths  of  term,  the  Commission 
made  a  careful  study  of  the  relation  between  the  length  of  term  and  the 
faithfulness  with  which  schools  are  attended  by  pupils  in  a  few  typical 
counties  in  North  Carolina. 

Length  of  Term  and  Attendance  in  Rural  Schools  of  Wake  County 

Tables  W-l  to  W-VII  show  the  facts  about  the  holding  power  of  six  months 
schools  and  of  eight  months  schools  in  Wake  County,  a  large  agricultural 
county.  These  tables  show  that  in  Wake  County  the  longer  the  school  terta, 
the  higher  the  percentage  of  total  enrollment  that  is  in  daily  attendance.  In 
detail  Table  W-VI  shows  that  of  the  2,532  white  children  enrolled  in  six 
months  schools  in  1925-26,  1,669  were  in  average  daily  attendance;  and  that 
of  the  4,806  white  children  enrolled  in  eight  months  schools,  3,456  were  in 
average  daily  attendance.  In  the  six  months  schools  66  per  cent  of  the 
enrollment  attended  daily;  in  the  eight  months  schools  72  per  cent  of  the 
enrollment  attended  daily.  Although  not  as  marked  as  in  the  case  of  the 
white  children,  the  same  difference  is  shown  in  a  study  of  the  colored 
schools.  Of  the  5,831  colored  children  enrolled  in  six  months  schools,  3,889 
attended  daily;  of  the  282  enrolled  in  eight  months  schools,  193  attended 
daily.  In  the  six  months  schools  67  per  cent  of  the  enrollment  attended 
daily;    in  the  eight  months  schools   69  per  cent  attended  daily. 


18  Report  of  Educational  Commission 

Tables  W-I  to  W-III  show  also  that  in  the  case  of  both  six  months  schools 
and  eight  months  schools  the  attendance  of  the  first  month  and  of  the  last 
month  is  lower  than  the  average  attendance  for  the  entire  term.  They  show, 
however,  that  in  six  months  schools  the  attendance  of  the  first  month  and  of 
the  last  falls  considerably  further  below  the  average  for  the  term  than  is 
the  case  in  eight  months  schools.  In  six  months  schools  the  attendance  for 
the  first  month  is  7  per  cent  below  the  average,  and  for  the  last  month  it 
is  7.4  per  cent  below  the  average.  In  the  eight  months  schools  attendance  for 
the  first  month  is  6.5  per  cent  below  the  average,  and  for  the  last  month 
2.4  per  cent.  These  tables  show,  further,  that  there  is  considerably  less 
variation  month  by  month  from  the  average  attendance  in  the  long  term 
school  than  in  the  short  term  school.  In  six  months  white  schools  the  mean 
variation  is  4.8  per  cent;  in  eight  months  schools  it  is  3.4  per  cent. 

Table  W-I  shows  that  both  six  months  and  eight  months  schools  fail 
to  hold  throughout  the  seven  grades  of  the  elementary  school  all  the  pupils 
they  enroll  in  the  first  grade.  Everyone  knows,  of  course,  that  many  children 
who  start  to  school  never  get  beyond  the  sixth,  or  the  fourth,  or  even  the 
third  grade.  The  table  shows  that  for  Wake  County  the  eight  months  schools 
have  a  tremendously  stronger  holding  power  than  the  six  months  schools. 
In  the  six  months  white  schools  the  seventh  grade  for  1925-26  shows  an  at- 
tendance of  less  than  one-seventh  the  attendance  of  the  first  grade.  This  means 
that  for  every  seven  pupils  entering  the  first  grade  in  six  months  schools  only 
one  reaches  the  seventh  grade.  In  the  eight  months  schools  the  seventh  grade 
shows  an  attendance  one  half  as  large  as  the  first  grade.  This  means  that 
in  Wake  County  out  of  every  two  pupils  entering  the  first  grade,  at  least 
one  gets  to  the  top  of  the  elementary  school. 

A  further  study  of  Table  W-I  shows  that  in  six  months  schools  the  biggest 
falling  off  from  grade  to  grade  comes  between  the  first  and  second  grades. 
The  first  grade  shows  an  attendance  twice  as  large  as  the  second  grade. 
The  next  biggest  falling  off  in  the  six  months  schools  comes  between  the 
fourth  and  fifth  grades.  The  fourth  grades  show  an  attendance  of  135;  the 
attendance  of  the  fifth  grades  has  dropped  to  99.  In  the  eight  months  schools, 
however,  the  biggest  falling  off  from  grade  to  grade  does  not  come  until 
between  the  sixth  and  seventh  grades.  The  sixth  grades  show  an  attendance 
of  208;  the  seventh  grades  of  166. 

It  is  highly  probable  that  the  children  who  drop  out  between  the  fourth 
and  fifth  grades  in  the  six  months  schools  are  of  about  the  same  age  as 
the  children  who  drop  out  between  the  sixth  and  seventh  grades  of  the  eight 
months  schools. 

Table  WII  shows  that  in  the  colored  schools  of  Wake  County  the  contrast 
between  the  six  months  schools  and  the  eight  months  schools  in  holding  power 
is  even  greater  than  it  is  in  the  case  Of  white  schools.  The  seventh  grades 
of  the  six  months  schools  show  an  attendance  of  less  than  one-tenth  the  at- 
tendance of  the  first  grades.  The  seventh  grades  of  the  eight  months  schools, 
on  the  other  hand,  show  an  attendance  that  is  five-sixths  as  large  as  the  first 
grades. 

Tables  G-I  to  G-III  and  M-I,  which  are  included  in  this  report  show  studies 
Gaston  County  and  of  Madison  County,  respectively,  similar  to  the  study  of 
Wake  County. 


Part  I  19 

The  statistical  information  concerning  enrollment  and  attendance  in  schools 
of  different  lengths  of  term  now  on  file  in  the  office  of  the  State  Superintend- 
ent of  Public  Instruction  tells  the  same  story.  It  shows  that  the  longer  the 
school  term,  the  better  the  attendance.  The  percentage  of  enrollment  of  six 
months  white  rural  schools  that  was  in  daily  attendance  for  the  year  1925-26 
was  72  per  cent;  for  eight  months  schools  it  was  76  per  cent.  In  the  colored 
rural  schools  65  per  cent  of  the  enrollment  of  the  six  months  schools  was  in 
daily  attendance,  and  68  per  cent  of  the  enrollment  of  the  eight  months 
schools.  For  all  six  months  rural  schools,  white  and  colored,  the  percentage 
was  68;  for  all  eight  months  schools  it  was  75. 

Table  VII  shows  that  both  for  white  children  and  for  colored  children,  city 
and  rural,  in  North  Carolina  as  a  whole,  the  longer  the  term  the  higher  the 
percentage  of  the  enrollment  that  attends  daily. 

If  education  be  of  any  real  worth  in  stimulating  children  to  grow,  in 
training  them  to  live,  and  in  aiding  them  to  make  a  living,  it  is  the  opinon 
of  the  Commission  that  the  tendency  shown  in  these  tables  should  be  weighed 
carefully  in  framing  the  future  educational  policy  of  North  Carolina. 

Educational  Dividends  of  Eight  Months  School  Versus  Educational  Waste 

of  Six  Months  School 

In  its  study  of  the  question  of  the  eight  months  term,  the  Commission  is 
drawn  strongly  to  the  opinion  that  the  eight  months  term  for  country  children 
would  in  reality  release  more  labor  for  profitable  farming  than  the  six 
months  term.  The  six  months  term  tends  to  bring  children  along  education- 
ally so  slowly  that  by  the  time  they  have  reached  the  age  of  14  or  15  years 
they  have  often  times  progressed  only  to  the  fifth  or  the  sixth  grade.  They 
are  then  released  from  attendance  in  school  and  many  of  them  become  earn- 
ing members  of  their  families  and  communities.  They  begin  their  careers 
as  workers  with  a  wholly  inadequate  preparation.  They  are,  of  course,  not 
trained  for  any  trade  or  vocation,  industrial  or  agricultural.  In  addition 
to  this  they  do  not  have  sufficient  elementary  basic  education  to  enable  them 
to  become  skilled  in  any  vocation  through  later  individual  study. 

On  the  other  hand,  the  eight  months  term  would  put  a  premium  on  at- 
tendance in  school  at  a  time  when  the  child's  earning  capacity  is  at  its  lowest, 
that  is,  between  the  ages  of  seven  and  fourteen.  With  the  present  compulsory 
attendance  requirement  releasing  the  child  from  school  at  fourteen  years,  he 
would  still  have  the  chance  to  become  an  earner  at  as  early  age  as  any 
one  should  be  allowed  to.  He  would  have  had  the  opportunity,  furthermore, 
to  acquire  an  educational  experience  sufficient  to  enable  him  to  live  a  reason- 
ably satisfactory  life  in  his  community  and  to  put  him  in  position  to  go 
ahead  with  further  training  provided  he  has  the  talent  and  the  will  to  go 
ahead. 

To  summarize:  Some  parents,  both  land  owners  and  tenant  farmers, 
and  some  employers  of  tenant  labor,  oppose  the  eight  months  school  term 
because  of  their  belief  that  the  labor  of  children  is  so  essential  in  farming 
that  country  children  could  not  make  use  of  an  additional  two  months  term 
it  it  were  provided  for  them.  Investigation  shows,  however,  that  in  all  cases 
in  which  attendance  in  eight  months  schools  has  been  compared  with  at- 
tendance in  six  months  schools,  the  school  with  the  longer  term  is  better  at- 


20  Report  of  Educational  Commission 

tended  than  the  school  with  the  shorter  term.  The  Commission  found  this 
to  be  true  in  a  carefully  made  study  of  all  rural  schools  in  Wake  County,  and  it 
also  found  this  to  he  true  for  North  Carolina  as  a  whole.  The  Commission 
is  of  the  opinion,  therefore,  that  if  an  eight  months  school  term  were  provided 
for  all  the  children  of  the  State,  in  the  main  all  the  children  of  the  State 
would  make  better  use  of  it  than  they  are  now  making  of  the  six  months 
school   term. 

Additional  Financial  Burden  Imposed  by  Eight  Months  Term — 
How  Determined 

The  second  major  objection  which  the  Commission  found  against  the  ex- 
tension of  the  minimum  term  to  eight  months  is,  as  has  been  pointed  out, 
that  of  the  additional  financial  burden  which  such  extension  would  impose 
upon  the  State.  The  question  has  been  seriously  raised  whether  North 
Carolina  can  pay  for  an  eight  months  school  term,  or  stated  more  precisely, 
whether  North  Carolina  can  pay  for  an  eight  months  term  without  crippling 
itself,  or  without  checking  its  progress1  in  other  fields  which  are  at  present 
more  important  than  a  minimum  school  term  of  eight  months  for  country 
children. 

It  is  undoubtedly  true  that  the  financial  question  presents  a  serious 
difficulty.  The  Commission  has  found  very  few  people  who  wish  to  have  their 
taxes  increased.  It  is  futile  to  consider  the  extension  of  the  minimum  term 
from  six  months  to  eight  months  without  considering  at  the  same  time  the 
ability  of  the  State,  or  of  the  counties  in  the  State,  to  pay  for  such  extension. 
Although  North  Carolina  is  a  rich  state,  North  Carolina  is  also  a  state  that 
is  heavily  burdened  with  taxes.  The  Commission  has  found  in  talking  with 
farmers  that  they  think  their  property  is  taxed  too  heavily.  It  has  found 
in  talking  with  manufacturers  that  they  think  their  corporations  are  taxed 
too  heavily.  It  has  found  in  talking  with  professional  people  that  they  think 
their  salaries  are  taxed  too  heavily.  It  has  found  a  great  many  people  who 
say  they  would  favor  a  complete  and  comprehensive  study  of  the  question 
of  taxation  with  a  view  to  equalizing,  in  accordance  with  their  ability  to  pay, 
the  burdens  it  puts  on  all  people.  Many  of  these  same  people  have  added  to 
this  statement  the  clause  "and  remove  the  unjust  share  of  the  burden  of 
taxation  now  borne  by"  property,  or  corporations,  or  incomes — depending  upon 
whether  they  were  manufacturers,  salaried  people  or  farmers. 

The  eight  months'  school  term  would  put  an  additional  burden  of  taxes  on 
the  people  of  the  State.  How  big  this  additional  burden  would  be  is  depend- 
ent upon  the  kind  of  schools  the  State  would  maintain  for  eight  months.  It 
would  be  possible  for  the  offering  of  the  eight  months  school  term  to  be  so 
meager  that  it  would  cost  very  little  more  than  the  present  six  months 
minimum  term.  It  would  be  possible  for  it  to  cost  perhaps  one-half  more 
than  the  present  six  months  term.  The  kind  of  people  whom  North  Carolina 
wishes  to  teach  North  Carolina's  children  determines  to  a  larger  extent  than 
anything  else  the  cost  of  the  schools  of  North  Carolina. 

It  is  reasonable  to  suppose  that  the  schools  now  operating  for  six  months 
could  and  would  secure  better  and  better  trained  teachers  if  their  terms 
were  extended  two  months.  No  woman  of  even  fair  training  for  teaching 
children  is  likely  to  be  willing  to  accept  a  teaching  position  which  will  leave 


Pakt  I  21 

her  without  employment  for  half  of  each  year,  especially  when  such  position 
offers  the  lowest  pay  per  month  for  the  months  she  does  teach  of  all  teach- 
ing positions  in  the  State. 

On  the  other  hand,  the  extension  of  the  term  two  months  would  not 
impose  a  proportionately  heavier  burden  on  administration,  operation  and 
maintenance  of  plant,  debt  service,  and  other  items  of  cost  in  the  whole  educa- 
tional program.  The  County  Superintendent  is  employed  for  twelve  months 
regardless  of  whether  all  or  none  of  the  schools  in  his  county  are  open  more 
than  six  months.  The  interest  charges  on  buildings  and  the  installments  on 
bond  issues  fall  due  regularly,  regardless  of  the  length  of  term. 

In  trying  to  arrive  at  as  accurate  estimate  as  possible  of  the  additional 
financial  burden  of  a  minimum  term  of  eight  months,  the  Commission  has 
made  its  calculations  on  the  theory  that  for  some  years  an  increased  fi- 
nancial burden  would  be  in  proportion  to  the  increase  in  the  length  of  term. 
In  assuming  this  the  Commission  is  aware  that  there  are  two  errors  in  the 
equation.  Since  these  errors  tend  to  offset  each  other,  the  Commission 
believes  that  its  assumption  is  close  to  correct. 

In  order  to  arrive  at  the  additional  financial  burden  of  a  state  wide 
minimum  school  term  of  eight  months,  the  Commission  has  based  its  calcula- 
tions on  the  assumption  that  the  cost  for  teachers  salaries  for  eight  months 
would  be  one  third  larger  than  the  same  cost  for  six  months,  and  that  the 
cost  for  current  expense  other  than  salaries  for  eight  months  would  be  one- 
third  larger  than  the  cost  for  the  same  item  for  six  months.  It  has  calculated 
salary  costs  on  the  basis  of  the  present  State  salary  schedule,  and  has 
calculated  the  cost  of  current  expense  other  than  salaries  as  being  15  per 
cent  of  salaries.  This  represents  the  relation  between  salaries  and  current 
expense  other  than  salaries  for  six  months  term  extended  to  the  eight 
months  term. 

Cost  of  the  Eight  Moxths  School  Term 

The  total  burden  of  teachers  salaries  for  the  minimum  six  months  term 
for  1925-26  was,  according  to  the  State  salary  schedule,  $11,303,558.  The 
allowance  for  current  expenses  other  than  salaries  on  the  basis  of  current 
expenses  being  15  per  cent  of  salaries,  would  be  $1,695,534,  making  a  total 
cost  of  current  expense  for  the  six  months  term  $12,999,092 — in  round  num- 
bers $13,000,000.  To  extend  the  minimum  term  to  eight  months  on  the  same 
scale  would  cost  North  Carolina  for  teachers  salaries  $14,972,482  and  for 
current  expenses  other  than  salaries  $2,245,872,  making  a  total  expenditure 
for  current  expense  of  $17,218,354 — in  round  numbers  17  1-5  million  dollars. 
This  means  that  the  eight  months  school  term  would  cost  in  round  numbers 
4  1-5  rnillion  dollars  more  than  the  present  six  months  school  term  for  cur- 
rent expenses  with  the  biggest  item  of  expenditure,  namely,  teachers 
salaries,  being  calculated  according  to  the  State  salary  schedule.  These 
calculations  for  both  the  present  six  months  term  and  the  proposed  eight 
months  term  leave  out  of  account  altogether  the  entire  cost  of  debt  service 
and  of  repayments  on  capital  outlay  expenditures  already  made;  that  is,  they 
do  not  include  the  cost  of  interest  or  buildings.  These  costs  are  now  in  ad- 
dition to  the  $13,000,000  devoted  to  current  expenses  of  the  six  months 
term  and  there  need  be  no  proportionate  increase  in  this  item  of  cost  if 
the  minimum  term  is  extended  to  eight  months. 


22  Report  of  Educational  Commission 

The  eight  months  minimum  term,  then,  will  cost  for  current  expenses  4  1-5 
million  dollars  more  than  the  present  six  months  term.  This  fact  does  not 
mean  at  all,  however,  that  North  Carolina  would  be  called  on  to  raise  4  1-5  > 
million  dollars  more  for  public  education  if  the  constitutional  minimum 
school  term  were  extended  to  eight  months.  It  has  been  pointed  out  already 
that  all  white  children,  and  practically  all  colored  children,  in  city  schools 
are  now  attending  schools  which  operate  eight  months  or  longer  and  that 
57  per  cent  of  rural  white  children  and  11  per  cent  of  rural  colored  children 
are  already  attending  schools  which  operate  eight  months  or  longer.  In 
addition  to  the  children  who  are  in  schools  which  operate  eight  months  or 
longer  7  per  cent  of  country  children  attend  schools  operating  longer  than 
six  but  less  than  eight  months— approximately  seven  months.  The  cost  of 
keeping  these  schools  open  beyond  six  months  is  borne  at  present  by  a 
property  tax  on  the  local  districts  in  which  the  schools  are  located.  The 
salary  cost  for  the  extended  terms  up  to  eight  months,  which  is  now  being 
met  by  taxation  on  the  local  districts  concerned,  amounts  to  $2,519,556,  ac- 
cording to  the  State  schedule.  As  a  matter  of  fact  it  is  considerably  larger 
than  this,  because  these  districts  include  all  city  schools  up  to  eight  months 
and  the  wealthiest  and  ablest  of  the  rural  schools.  In  these  districts  are  to 
be  found  the  best  and  the  best  supported  schools  in  the  entire  State.  Based 
on  the  State  schedule,  then,  the  total  cost  of  teachers  salaries  for  eight 
months  would  be  $14,972,482.  Of  this  total,  $13,823,115  is  already  being  pro- 
vided— $9,803,558  by  county  taxation,  $1,500,000  from  the  State  equalizing 
fund,  and  $2,519,556  by  district  taxation.  To  lengthen  all  terms  now  shorter 
than  eight  months  to  a  minimum  of  eight  months  would  mean  an  increase  for 
salaries,  therefore,  according  to  the  State  salary  schedule,  of  $1,149,367  over 
present  salaries  (State,  county,  and  district).  If  the  increase  for  current 
expense  were  proportional  to  the  increase  for  salaries,  it  would  mean  an  ad- 
ditional increase  of  $172,405  for  current  expense  other  than  salaries.  To  get 
from  where  North  Carolina  now  is,  up  to  a  minimum  term  of  eight  months 
would  require  an  additional  expenditure  for  salaries  and  current  expenses 
other  than  salaries  of  approximately  $1,300,000.  This  means  that,  although  an 
eight  months  school  would  cost  for  current  expenses  4  1-5  million  dollars 
more  than  the  present  six  months  term,  two  thirds  of  this  amount  is  already 
being  provided  by  district  taxation  and  is  being  used  toward  reaching  a 
minimum  term  of  eight  months  in  many  districts.  Considered  from  another 
point  of  view,  this  means  that  a  fund  twice  as  large  as  the  present  equalizing 
fund,  used  in  those  counties  and  districts  that  do  not  have  a  minimum  term 
of  as  much  as  eight  months,  would  be  sufficient  to  provide  for  all  of  North 
Carolina  an  eight  months  school  term. 

At  another  place  this  report  will  discuss  the  question  of  how  an  eight 
months  term,  if  provided,  should  be  supported.  It  does  not  believe  and 
does  not  mean  to  state  here  that  an  additional  outlay  of  $1,500,000  by  the 
State  would  represent  the  proper  method  of  supporting  an  eight  months 
term.  The  Commission  is  simply  pointing  out  here  that  the  total  cost  of 
providing  a  minimum  school  opportunity  of  eight  months  to  all  the  children 
of  the  State  would  not  put  on  all  the  people  of  the  State  an  additional 
burden  of  more  than  IY2  million  dollars  at  present,  provided  all  the  present 
burden  of  providing  more  than  a  six  months  school  by  local  taxes  amount- 


Part  I  23 

ing,  according  to  State  schedule,  to  2%  million  dollars  were  left  upon  the 
districts  and  counties  levying  the  same.  In  justice  to  these,  however,  if  the 
eight  months  term  were  provided  on  the  same  plan  as  the  six  months  term 
by  constitutional  amendment,  these  would  have  to  he  relieved  of  this  2% 
millions  and  placed  on  the  same  footing  as  non  local  tax  districts  and 
counties.  This  would  require  a  total  addition  of  4  1-5  million  to  the  present 
cost  of  the  six  months  term,  making  the  total  required  cost  of  the  eight 
months  term  17  1-5  million  dollars.  The  Commission  is  simply  expressing  the 
opinion  that  North  Carolina  is  able  to  pay  for  an  eight  months  term. 

Benefits  of  the  Bight  Months  School  Teem 

In  its  field  investigations  the  Commission  met,  as  has  been  pointed  out, 
/two  practical  difficulties  in  the  way  of  providing  a  minimum  school  term 
of  eight  months;  namely  the  need  for  the  labor  of  children  of  compulsory 
school  age  during  a  part  of  the  school  year,  and  the  additional  financial 
burden  of  the  eight  months  term.  On  the  other  hand,  the  Commission  has 
found  many  conditions  favoring  an  eight  months  term.  There  are  125,000 
children  who  enter  the  first  grade  of  North  Carolina  public  schools  every 
year.  What  happens  to  them  in  school  begins  to  happen  the  year  they 
enter.  Some  of  them  stay  in  school  until  they  are  turned  out  at  the  top 
prepared  for  life  or  for  entrance  to  college.  Some  fail  to  reach  even  the 
high  school.  Some  fail  to  get  beyond  the  fifth  grade.  Too  many  fail  to 
get  beyond  the  third  grade. 

No  matter  how  long  or  how  far  these  125,000  children  go,  they  are  having 
their  educational  histories  written  as  they  go.  If  they  fail  to  get  a  fair  oppor- 
tunity while  they  are  in  school,  there  is  no  way  for  the  school  satisfactorily 
to  remedy  their  loss  after  they  have  been  sent  away  from  it.  It  is  almost 
impossible  for  any  except  the  ablest  of  children  to  get  a  high  school  educa- 
tion at  the  time  when  they  are  young  enough  to  enter  with  zest  into  the 
getting  of  an  education,  if  they  have  had  to  reach  the  high  school  through 
the  meager  opportunities  offered  by  six  months  elementary  schools. 

North  Carolina  is  losing  much  potential  leadership  today  and  in  the  com- 
ing generations  through  the  inability  of  the  179,404  white  children  in  schools 
of  less  than  eight  months  to  get  a  training  which  would  equip  them  to  compete 
on  a  reasonable  basis  of  equality  with  the  children  more  favored.  It  is 
worth  while  to  point  out  in  this  connection  that  it  is  not  lack  of  inherent 
ability  nor  of  ambition  that  prevents  these  children  from  having  an  oppor- 
tunity to  equip  themselves  adequately  for  the  work  of  the  world,  but  it  is 
the  fact  that  they  have  had  the  mischance  to  be  born  and  brought  up  in 
certain  localities. 

The  possibility  for  these  children  to  have  a  fuller  life  is  dependent,  more 
than  on  any  other  thing,  on  their  receiving  a  satisfactory  educational  ex- 
perience. Furthermore  the  possibility  of  their  reaching  a  reasonably  satis- 
factory  earning   capacity  is  conditioned    on   the   same   factor. 

The  Eight  Months  Term  Increases  Other  Educational  Outcomes 

The  Commission  finds  that  there  is  room  for  North  Carolina  to  do  much  to 
improve  the  organization  and  administration  of  its  school  system,  to  improve 
the  quality  of  teaching  and  the  caliber  of  teachers,  and  to  enrich  the  offering 


24  Report  of  Educational  Commission 

of  its  curriculum.  In  studying  the  possibilities  of  making  improvement  in 
these  respects  the  Commission  has  come  face  to  face  with  the  fact  that  all 
of  them  are  really  conditioned  on  the  lengthening  of  the  minimum  school 
term  first. 

The  increasing  of  the  State  minimum  term  to  eight  months  would  do 
more  to  increase  all  educational  outcomes  than  any  other  remedial  legisla- 
tion, because  the  short  term  of  six  months  is  at  present  preventing  children 
from  having  an  opportunity  at  high  school  or  college  at  anything  like 
normal  age.  Outstanding  pupils  may  enter  high  school  at  16  or  18  years; 
the  average  student  becomes  so  discouraged  if  he  cannot  reach  high  school 
before  this  age  that  he  begins  to  ask,  "What's  the  use?"  The  economic 
pressure  of  our  civilization  is  such  that  it  is  proper  for  him  to  ask,  "What's 
the  use?" 

The  six  months  short  term  is  unable  to  hold  in  school  many  boys  and 
girls  who  have  in  them  the  capacity  to  improve  from  additional  schooling, 
but  who  have  become,  as  a  result  of  having  attended  only  six  months  schools, 
so  much  over-age  that  they  feel  self-conscious  at  having  to  do  the  elementary 
work  required  of  them.  The  six  months  short  term  prevents  children  from 
coming  into  contact  with  well  educated  and  professionally  trained  teachers. 
There  is  no  doubt  that  on  the  whole  the  least  competent  teacher  in  the 
state,  in  ability,  capacity,  and  training,  is  the  teacher  of  the  six  months 
school.  It  seems  almost  impossible  to  provide  children  attending  six  months 
schools  with  stimulating  teachers,  because  the  teacher  who  is  even  mod- 
erately capable,  and  who  has  had  only  a  meager  amount  of  education  and 
professional  training,  seeks  and  usually  gets  employment  for  more  than 
half  of  each  year.  If  the  stimulating  teacher  be  the  heart  of  the  school, 
then  to  lengthen  the  minimum  term  to  eight  months  would,  in  the  opinion 
of  the  Commission,  do  more  than  any  other  thing  to  quicken  its  beat. 

Plan  fob  Support  of  the  Eight  Months  School  Term 

It  has  been  shown  that  the  total  cost  of  current  expense  of  the  eight 
months  school  term  would  be  $17,218,354.  Of  this  amount  salaries  according 
to  the  State  schedule  would  require  $14,972,482,  and  current  expense  other 
than  salaries  estimated  at  15  per  cent  of  salaries  would  require  $2,245,872. 
This  estimate  is  based  on  the  assumption  that  the  State  would,  at  the  begin- 
ning, employ  in  the  main  the  same  kind  of  teachers  it  now  employs,  and 
that  current  expenses  other  than  salaries  would  not  be  an  appreciably  larger 
percentage  of  the  total  expense  of  schools  than  at  present.  It  does  not  take 
into  account  the  cost  of  capital  outlay  and  debt  service. 

Table  XV  shows  by  counties  the  total  current  expense,  according  to  the 
schedule  mentioned  in  the  preceding  paragraph,  of  an  eight  months  term. 
The  total  cost  ranges,  by  counties,  from  $29,610  for  Clay  County  to  $634,108 
for  Guilford  County. 

In  the  support  of  an  eight  months  school  term  the  Commission  would 
apply  the  method  set  up  by  it  for  joint  county  and  State  support  of  the  six 
months  term.  It  would  not  favor  the  support  of  the  eight  months  term 
entirely  by  the  counties,  because,  as  will  be  seen  from  a  study  of  Tables  XVII 
and  XVIII,  such  plan  would  put  very  uneven  tax  burdens  on  the  counties. 
One  county  would  be  required  to  levy  a  rate  of  28  cents;    another  would 


Part  I  25 

have  to  levy  a  rate  of  $1.82.  The  Commission  cannot  recommend  State 
support  by  a  State  tax  of  the  minimum  term. 

The  plan  of  the  Commission  would  call  for  a  definite  amount  of  State 
aid  to  be  provided  by  the  General  Assembly  for  each  succeeding  biennium, 
with  provision  for  an  increase  of  as  much  as  five  per  cent  the  second  year. 
The  size  of  this  state  fund  would  be  determined  (1)  by  calculating  the 
amount  necessary  for  the  ablest  county  to  raise  in  order  to  operate  its 
eight  months  school  system  without  State  aid,  and  (2)  by  calculating  the 
amount  every  other  county  would  raise  toward  supporting  its  own  eight 
months  term  provided  it  made  the  same  effort — measured  by  tax  rate 
levied— made  by  the  ablest  county,  and  (3)  calculating  the  amount  still  to 
be  raised  after  the  funds  raised  in  this  manner  by  the  counties  have  been 
deducted  from  their  total  eight  months  school  budget.  The  duty  of  providing 
funds  for  maintaining  the  eight  months  term  in  each  county  would  remain 
where  it  now  rests,  that  is,  on  the  County  Commissioners  of  each  county. 

The  Commission  believes  that  the  amount  of  State  support  for  the  schools 
of  the  counties  should  be  sufficient  to  make  the  burden  fall  substantially 
uniformly  on  all  counties.  The  Commission  does  not  recommend,  however, 
that  a  scheme  of  state  aid  on  as  liberal  a  scale  as  this  be  put  into  effect 
at  the  time  that  the  extension  of  the  minimum  term  to  eight  months  is 
V_  authorized.  It  recommends  that  the  reduction  of  the  heavy  burdens  now 
borne  by  the  weaker  counties  should  be  gradual  and  should  extend  over  a 
period  of  years  instead  of  coming  all  at  once.  The  Commission  has  cal- 
culated the  size  of  the  State  fund  for  the  eight  months  term  on  the  basis 
of: 

1.  The  burden  being  completely  equalized  among  the  counties. 

2.  The  burden  being  equalized  among  all  counties  poorer  than  the  aver- 
age of  the  six  richest  counties. 

3.  The  burden  being  equalized  for  all  counties  poorer  than  the  average 
of  the  twelve  richest  counties. 

The  Commission  made  these  calculations  for  the  eight  months  school  term 
on  the  basis  of  the  present  cost,  according  to  the  State  schedule,  of  the  six 
months  term  extended  to  eight  months  and  on  the  assessed  valuation  of 
1925.  It  made  the  same  kind,  of  calculation  of  the  same  current  expense 
for  eight  months  on  a  theoretical  valuation,  which  is  the  average  of  the 
years  1920  and  1925.  These  calculations  are  shown  in  detail  in  Tables  XI  and 
XVI.  In  Table  XVII  the  calculations  are  based  on  1925  valuations;  in  Table 
XII  they  are  based  on  the  average  of  1920  and  1925  valuations. 
Each  table  shows  the  total  current  expense,  for  eight  months, 
the  amount  that  would  be  produced  in  each  county  by  a  tax  rate 
of  (1)  30  cents,  (2)  36  cents,  (3)  40  cents,  on  the  one  hundred  dollars 
of  assessed  valuation,  and  the  size  of  the  State  fund  that  would  be  required 
of  each  county  in  order  to  meet  its  budget  under  each  plan.  Table  XV 
shows  that  the  total  budget  for  the  eight  months  term  in  round  numbers  is 
17  1-5  million  dollars.  It  shows  that  the  amount  which  would  be  raised 
by  a  30  cent  levy  by  the  counties  on  the  1925  valuation  is  8  1-5  million 
dollars,  leaving  9  millions  to  be  raised  by  the  State;  that  the  amount 
raised  by  a  36  cent  county  rate  is  9  3-4  millions,  leaving  roughly  7  1-2  millions 
to  come  from  the  State;   that  the  amount  raised  by  a  40   cent  county  tax 


26  Report  of  Educational  Commission 

is  10  2-3  millions,  leaving  6  1-2  millions  to  be  raised  by  the  State.  Table 
XVI,  giving  the  same  information  about  the  county  and  State  burdens  based 
on  the  valuation  of  1920+1925,  shows  that  the  30  cent  county  rate  would 

2 

raise  8  9-10  million  dollars,  leaving  8  1-4  millions  for  the  State  fund; 
that  the  36  cent  county  rate  would  raise  10  6-10  millions',  leaving  6  6-10 
millions  for  the  State  fund;  and  that  the  40  cent  county  rate  would  raise 
11  6-10  millions,  leaving  5  6-10  millions  for  the  State  fund.  The  exact  figures 
may  be  seen  in  the  summary  of  Tables  XV  and  XVI.  The  Commission  be- 
lieves that,  on  the  basis  of  an  equalized  valuation  of  property,  the  part 
of  the  17  1-5  million  dollar  fund  that  would  fall  on  the  counties  would  be 
somewhat  more  than  the  figures  calculated  on  the  1925  valuation  and  some- 
what less  than  the  figures  calculated  on  the  1920+1925  valuation;   and  that 

2 

the  part  to  be  provided  by  the  State  as  an  equalizing  fund  would  be  some- 
what smaller  than  shown  by  the  calculations  based  on  1925  valuations  and 
somewhat  larger  than  shown  by  calculations  based  on  1920+1925  valuations. 

If  the  recommendation  by  the  Commission  of  an  equalizing  fund  of  $4,- 
000,000  for  the  present  six  months  term  be  extended  to  the  support  of  the 
eight  months  term,  the  corresponding  size  of  the  State  fund  for  the  eight 
months  term  would  be  5  1-3  million  dollars.  The  county  tax  rate  of  35 
cents  and  the  equalizing  fund  of  $4,000,000  for  the  six  months  term  would 
become  a  county  tax  rate  of  4S  cents  and  an  equalizing  fund  of  $5,333,333, 
for  the  eight  months  term.  This  represents  the  burdens  of  counties  and 
State  recommended  by  the  Commission  for  the  support  of  the  six  months 
term  extended  proportionately  to  the  support  of  an  eight  months  term. 

Meaning  of  the  State  Equalizing  Fund  foe  the  Eight  Months  Teem 

Earlier  in  this  report  the  Commission  showed  that  a  minimum  eight 
months  term  would  cost  4  1-5  million  dollars  more  than  a  minimum  six 
months  term,  and  that  it  would  cost  approximately  one  and  one-half  million 
dollars  more  than  the  present  school  terms  up  to  and  including  eight  months 
cost.  It  should  be  kept  clearly  in  mind  that  the  5  1-3  million  dollar  state 
fund  for  the  support  of  an  eight  months  term  does  not  mean  5  1-3  million 
more  dollars  spent  for  schools  in  North  Carolina.  The  Commission  recom- 
mends that  the  State  contribute  to  the  support  of  its  minimum  eight 
months  school  term,  when  adopted,  to  the  extent  of  5  1-3  million  dol- 
lars in  order  that  the  large  majority  of  the  average  and  poorer  counties 
may  be  relieved  of  a  reasonable  part  of  their  present  property  tax  burden. 
This  does  not  mean,  of  course,  that  the  counties  which  would  be  relieved  of 
this  part  of  their  county  and  district  taxes  would  not  be  required  to  help 
provide  the  5  1-3  million  dollar  state  fund.  They  would  be  required,  of 
course,  to  bear  their  share  of  this  burden. 


CHAPTEE  IV 
EEPOET  AND  RECOMMENDATIONS  OF  COMMISSION 

ON   THE   EIGHT   MONTHS    SCHOOL   TERM   BY   PROPOSED   CONSTITU- 
TIONAL  AMENDMENT 

Majority  Report 

In  dealing  with  the  question  of  an  eight-months  school  term  a  distinction 
must  be  made  between  an  eight-months  school  term  by  constitutional  amend- 
ment and  an  eight  months  school  term  by  legislative  enactment. 

We  do  not  approve  or  recommend  a  constitutional  amendment  fixing  a 
minimum  school  term  of  eight  months;  but  we  do  approve  and  recommend 
an  extension  of  the  school  term  by  legislative  enactment  in  all  communities 
of  the  state  to  not  less  than  eight  months,  to  take  effect  as  rapidly  as  such 
extension  may  be  adopted  and  utilized  by  the  communities  now  having  less 
than  an  eight-months  school  term,  always  leaving  opportunity  for  an  ex- 
pression of  the  public  will  of  the  communities  as  to  the  length  of  the  term 
beyond  six  months.  We  also  recommend  that  the  State  give  substantial  and 
gradually  increasing  aid  in  financing  such  extended  term  in  those  communi- 
ties which  are  unable  to  finance  it  themselves. 

luj*   reasons   for   this   postion,   based   upon   a   study  of   all   the   facts   at 
our  command,  are  as  follows: 

1.  The  eight-months  school  term,  as  it  now  exists  in  North  Carolina, 
has  been  secured  by  a  local  vote  of  the  people  in  the  districts  or 
counties  where  they  reside,  and  we  are  indebted  to  their  voluntary 
act  for  the  eight-months  term  where  it  now  exists.  The  growth  by 
such  local  adoption  has  been  most  marked  and  encouraging,  and 
when  acquired  by  voluntary  action  is  better  supported  and  used. 
Sixty-eight  per  cent  of  the  white  children  and  fifty-seven  per  cent 
of  all  children  are  now  in  districts  having  advantage  of  an  eight- 
months  school  term,  or  more.  If  it  has  been  wise,  and  we  think  it 
has,  to  develop  a  term  of  school  beyond  six  months  by  voluntary 
action  of  the  communities  up  to  this  time,  it  certainly  is  wise  to 
continue  this  policy,  and  we  believe  that  by  a  continuance  of  such 
policy  we  will  reach  an  eight-months  school  term  by  easier  stages 
and  with  greater  public  support  than  by  a  constitutional  amendment. 

2.  Not  a  half  dozen  states  in  the  Union  have  in  their  constitutions  a 
minimum  school  term  requirement,  and  the  most  progressive  states 
in  education  are  among  those  which  have  no  such  constitutional  re- 
quirement. We  can  find  no  support  for  the  theory  that  a  con- 
stitutional provision  is  in  any  way  essential  to  the  extension  of  our 
public  school  term,  and  we  believe  that  some  freedom  and  elasticity 
for  the  exercise  of  the  legislative  will  has  an  advantage  over  a 
constitutional  requirement  for  a  minimum  school  term. 


28  Repokt  of  Educational  Commission 

3.  The  present  local  tax  burdens  and  the  deplorable  financial  condition 
of  the  local  school  systems  may  be  traced  mainly  to  the  fact  that  a 
constitutional  amendment  providing  for  a  six-months  school  term 
was  adopted  without  providing  a  definite  and  constant  source  of  rev- 
enue. When  this  amendment  was  adopted  a  plan  could  easily  have  been 
provided  by  which  local  property  could  have  borne  one-half  or  two- 
thirds  of  the  cost  of  the  schools  and  a  statewide  tax  on  all  property 
in  the  State  could  have  borne  the  other  half  or  third,  or  such  other 
relative  proportions  as  might  have  been  provided,  and  under  such 
constant  tax  scheme  the  local  burden  would  have  been  equalized  with 
a  uniform  state  burden ;  but  no  such  method  as  this  was  resorted  to, 
and  immediately  after  the  adoption  of  the  amendment  it  became  neces- 
sary for  the  counties  to  raise  the  funds  by  local  taxation.  The  County 
Commissioners  could  not  see  their  way  to  continue  to  increase  taxes 
in  .most  instances,  and  the  County  Boards  of  Education  demanded 
it  because  of  their  necessities;  and  the  courts  had  to  intervene  and 
require  the  Commissioners  to  levy  a  tax  sufficient  to  support  a  six 
months  school  term,  leaving  in  the  air  the  question  as  to  how  much 
it  should  cost  to  support  such  a  term.  The  result  has  been  that, 
in  order  to  support  the  six-months  school  term  the  counties  have 
been  burdened  with  taxation  which,  in  our  judgment,  they  cannnot 
continue  to  carry  without  disaster  to  the  agricultural  and  business 
interests  of  the  State  and  increasing  antagonism  to  the  public  school 
system.  The  addition  of  two  months  by  constitutional  amendment, 
without  a  constant  revenue  scheme  attached  thereto,  would  not 
lessen  but  would  increase  the  difficulty  of  the  problem  and  give  no 
relief  to  the  local  taxpayer.  The  only  remedy  so  far  devised  for  the 
situation  now  existing,  without  a  radical  revision  of  our  whole  sys- 
tem of  taxation,  is  the  equalizing  fund  provided  by  the  State,  which 
is  at  present  inadequate  to  equalize  or  to  lift  the  burden.  "We, 
therefore,  conclude  that  an  eight-months  school  term  should  be  se- 
cured in  North  Carolina  by  legislative  enactment  and  in  the  speediest 
possible  way,  with  a  definite  state  aid  plan  for  financing  the  schools, 
supported  by  sources  of  constant  revenues  not  dependent  upon 
changing  conditions:  but  that  the  democratic  policy  of  local  self- 
government  be  not  denied  to  those  communities  which  wish  to  deter- 
mine for  themselves  their  school  problems. 

After  a  most  careful  investigation  it  is  agreed  by  the  members  of  the 
Commission  that  an  eight-months  school  term  will  cost,  on  the  same  basis 
upon  which  the  present  minimum  six-months  term  is  now  operated,  seven- 
teen and  one-fifth  million  dollars,  and  would  require  an  additional  State 
equalization  fund  of  not  less  than  four  and  one  fifth  million  dollars;  after 
consultation  with  state  officials  and  with  disinterested  experts  in  taxation, 
we  are  unable  to  find  any  satisfactory  evidence  of  an  adequate,  just  and 
practical  means  of  raising  this  additional  four  and  one-fifth  million  dollars 
necessary  for  financing  the  proposed  eight-months  school  term  at  present 
without  unduly,  and,  in  many  instances  unjustly,  increasing  the  burdens 
of  taxation  on   property  and  on   other   sources   of  revenue   already   heavily 


Part  I  29 

taxed,  which  we  believe  would  engender  great  dissatisfaction  among  our 
people  and  intensify  the  spirit  of  harmful  criticism  and  antagonism  to  our 
public  schools.  Therefore,  we  cannot  recommend  submitting  to  a  vote  of 
the  people  a  constitutional  amendment  making  mandatory  an  eight-months 
school  term,  until  practical,  definite  and  equitable  means  of  paying  for  it, 
if  adopted,  can  be  found  and  submitted  to  the  people,  to  the  end  that  they 
might  vote,  not  only  upon  such  an  amendment,  but  upon  the  taxing  scheme 
necessary  for  supporting  it.  The  University  of  North  Carolina  has  main- 
tained for  years  a  department  engaged  in  the  study  of  taxation  and  other 
questions  in  political  economy,  and  probably  no  governmental  agency  in 
North  Carolina  is  better  equipped  for,  or  more  capable  of,  giving  ex- 
pert advice  and  information  as  to  sources  of  revenue  which  might  be 
tapped  for  the  benefit  of  the  public  school  system  without  injury  to 
the  State's  progress  and  advancement;  we  suggest  that  Dr.  E.  C.  Bran- 
son, Dr.  D.  D.  Carroll  and  Mr.  S.  H.  Hobbs,  Jr.,  be  invited  to  give 
the  General  Assembly  their  viewts  on  this  question,  and  we  respectfully 
suggest  that  the  General  Assembly  do  not  abandon  an  extension  of  the 
school  term  until  it  likewise  has  satisfied  itself  as  to  available  source  of 
revenue.  We  invited  these  gentlemen  to  appear  before  us  but  have  not 
had  the  privilege  of  their  advice.  We  recommend  that  if  the  General  As- 
sembly is  furnished  with  convincing  evidence  of  sources  of  revenue  with 
which  an  extension  of  the  school  term  may  be  safely  financed  it  will  not 
allow  this  report  to  be  persuasive  to  the  contrary. 

As  desirable  and  needful  as  an  eight-months  school  term  is,  we  believe  that 
the  safest,  sanest,  surest,  justest  way  to  get  it  is  to  lengthen  the  term 
gradually  through  an  increase  of  the  equalization  fund  from  year  to  year 
from  the  state  revenues  until  that  fund  is  large  enough  to  provide  the 
balance  needed  for  a  minimum  eight-months  term  in  every  county,  on  the 
same  basis  as  a  six-months  term  is  now  provided,  without  necessitating 
any  increase  in  the  uniform  county  rate  of  taxation  recommended  else- 
where by  this  Commission  for  a  six-months  term.  By  this  plan  the  entire 
additional  four  and  one-fifth  million  dollars  could  be  provided  out  of  the 
State  revenues  without  any  increase  of  the  county  tax  for  schools  in  any 
county,  and  at  a  considerably  smaller  tax  in  most  of  the  counties,  and 
especially  in  the  most  heavily  taxed  and  weakest  counties,  than  they  have 
been  required  to  pay  for  the  minimum  term  of  six  months. 

The  Budget  Commission  has  recommended  an  increase  of  one  million 
dollars  in  the  equalization  fund  this  year,  increasing  that  fund  from  one 
and  one-half  million  to  two  and  one-half  million  dollars.  We  hope  and 
recommend  that  this  increase  will  be  approved  by  the  General  Assembly. 
The  Commission  has  unanimously  recommended  an  increase  of  this  fund  to 
$4,000,000  if  possible.  We  believe  that  this  fund  can  be  wisely  increased 
a  million  dollars  each  year  from  the  normal  increase  In  state  rev- 
enues, from  normal  growth  in  existing  industries  and  corporations,  from 
taxes  on  new  ones  established,  and  from  tapping  conservatively  some  new 
sources  of  state  revenue  not  now  taxed.  We  earnestly  recommend  that  it 
be  increased  at  least  one  million  dollars  each  year  until  it  totals  approxi- 
mately  six   millon   dollars,   the   amount   seemingly   needed   to   lengthen   the 


30  Report  of  Educational  Commission 

school  term  in  every  county  to  eight  months.  We  further  recommend  that 
the  fund  for  the  public  schools,  elementary  and  high,  be  given  by  statute 
precedence  over  all  other  appropriations  for  education  in  each  biennial  bud- 
get, thereby  guaranteeing  against  any  possible  shortage  in  state  revenues  for 
the  most  needy,  most  important,  and  heretofore  most  neglected  part  of  the 
public  school  system. 

This  would  guarantee  a  lightening  of  the  present  burden  of  taxation  on 
counties  from  seven-eights  of  the  total  cost  of  the  six  months  term  to  ap- 
proximately two-thirds  of  the  total  cost,  and  would  secure,  now  and  for 
the  future,  a  fairer  division  between  the  State  and  the  counties  of  the  cost 
of   maintaining   the   public   schools. 

By  this  conservative  plan  the  public  school  term  in  every  county  could 
be  gradually  lengthened  and  paid  for,  as  lengthened,  out  of  the  State 
revenues  each  year  without  any  increase  in  county  taxation  for  schools, 
with  a  gradual  decrease  in  the  present  special  district  and  county  taxes  for 
a  longer  term.  In  a  few  years  the  goal  of  a  minimum  term  of  eight  months 
could  be  reached  by  easy  steps  without  any  sudden  and  irritating  increase 
in  taxes,  with  time,  as  conservative  progress  is  made,  for  proper  adjust- 
ment of  existing  inequalities  and  injustices  in  taxation  and  valuation.  We 
believe  it  wiser  in  a  democracy  to  progress  conservatively  in  proportion  to 
our  ability  to  pay  for  progress,  to  provide  reasonable  and  permanent  means 
for  paying  for  it  as  we  progress  and  to  consult  in  advance,  pensuade  and  lead 
the  people  to  do  the  right  thing  for  themselves  rather  than  undertake  to 
force  them  to  do  it. 

The  Commmission,  not  knowing  the  attitude  that  the  General  Assembly 
may  take  with  reference  to  passing  an  Act  submitting  a  constitutional 
amendment  to  the  vote  of  the  people  for  a  minimum  school  term  of  eight 
months,  has  deemed  it  wise  to  develop  the  facts  bearing  upon  the  objections 
to,  the  advantages  of,  and  the  cost  of  operating  and  maintaining  an  eight 
months  school  term,  and  the  facts  are  submitted  herewith  in  this  Report 
so  that  the  General  Assembly  and  the  public  may  have  the  fullest  advantage 
of  such  information  as  the  Commission  was  able  to  procure  concerning  this 
problem. 

Respectfully  submitted, 

J.  0.  Carb 

J.    Y.    JOYNER 
J.    K.    NORFLEET 

Edgar  W.  Pharr 
Stanley  Winborne 
Sam  C.  Lattimore 
N.  O'Berry 


Paet  I  31 


MINORITY  REPORT 

To  His  Excellency,  Governor  Angus  Wilton  McLean: 

We,  the  undersigned  members  of  the  Educational  Commission,  being  un- 
able to  concur  in  the  recommendations  adopted  by  the  majority  of  the  Com- 
mission concerning  the  constitutional  amendment  for  an  eight  months  school 
term,  respectfully  submit  the  following  Minority  Report: 

Happily  for  the  cause  of  public  education,  it  is  not  necessary  in  this  report 
to  defend  as  a  desirable  objective  a  minimum  eight  months  school  term  for 
every  child  in  the  State.  The  Commission  has  assembled  and  presented  in 
its  report  a  mass  of  data  more  exhaustive  and  authoritative  than  any  here- 
tofore presented  on  this  question.  On  the  basis  of  these  facts  the  Commis- 
sion has  reported  its  conclusions  unanimously  in  favor  of  the  extension  of 
the  school  term  from  six  months  to  eight  months  at  the  earliest  moment  pos- 
sible and  practicable. 

According  to  the  Majority  Report,  the  issue  is  joined  as  between  "an  eight 
months  school  term  by  constitutional  amendment  and  an  eight  months  school 
term  by  legislative  enactment."  We  accept  this  as  a  valid  statement  of  the 
issue. 

We  disagree,  not  only  with  the  main  proposition  of  the  Majority  Report,  but 
also  with  substantially  every  statement  submitted  in  support  of  this  proposi- 
tion. 

We  favor  the  extension  of  the  minimum  school  term  by  constitutional 
amendment. 

By  "minimum  school  term,"  it  must  be  clearly  understood  and  kept  con- 
stantly in  mind,  is  meant  the  school  term  which  is  officially  recognized 
by  the  State.  That  term  is  now  six  months.  Many  counties  and  smaller  units 
have  longer  terms,  but  so  far  as  the  State  is  concerned  they  have  only  six 
months.  Prior  to  1918,  the  State  school  term  was  four  months.  Even  at  that 
time  many  communities  had  provided  at  their  own  expense  sufficient  funds  to 
extend  their  terms  to  nine  months. 

The  Majority  Report  does  not  seem  to  keep  clearly  in  mind  the  distinction 
between  the  State  school  term  and  local  school  terms.  It  approves  and 
recommends  "an  extension  of  the  school  term  by  legislative  enactment  in  all 
communities  of  the  State  to  not  less  than  eight  months,  to  take  effect  as 
rapidly  as  such  extension  may  be  adopted  by  the  communities  now  having 
less  than  an  eight  months  school  term." 

The  above  statement  would  seem  to  indicate  that  the  members  of  the  Com- 
mission who  submitted  the  Majority  Report,  after  deliberating  upon  the 
question  of  whether  or  not  the  State  should  extend  the  school  term  from  six 
months  to  eight  months,  have  come  to  the  conclusion  that  the  State  has  al- 
ready done  this  in  large  measure.  This  apparent  conclusion  is  misleading 
in  view  of  the  fact  that  the  most  important  and  most  baffling  problem  which 
has  confronted  the  Commission  in  connection  with  the  extension  of  the  school 
term  has  been  the  question  of  first  providing  adequate  and  equitable  support 
of  the  six  months  term  now  sponsored  by  the  State.  "The  communities  now 
having  less  than  an  eight  months  school  term"  are  all  the  communities  in 
the  State. 


32  Report  of  Educational  Commission 

We  favor  the  adoption  of  a  constitutional  amendment  as  the  logical  method 
of  extending  the  school  term.  It  is  logical  because  it  is  democratic,  and  the 
democratic  method  is  the  North  Carolina  method. 

The  Majority  Report  states'  that  "the  most  progressive  states  in  education 
are  among  those  which  have  no  such  constitutional  requirement."  We  are 
of  the  opinion  that  the  most  progressive  states  in  education  are  those  states 
which  adopt  such  educational  policies  as  will  best  solve  their  own  educational 
problems'.  These  problems  must  be  solved  in  the  various  states  by  the  peo- 
ple themselves  in  accordance  with  their  traditions  and  ways  of  doing  things. 
This  is  the  safest,  if  not  the  only,  way  in  which  a  democratic  people  can 
progressively  carry  on  and  at  the  same  time  maintain  both  the  form  and 
the  spirit  of  democracy. 

The  Commission  has  been  honored  by  being  requested  to  perform  the 
pleasant,  though  arduous,  task  of  advising  the  State  how  best  to  endeavor  to 
solve  her  own  educational  problems.  Levying  taxes  and  issuing  bonds  for 
local  schools  without  a  vote  of  the  people,  and  the  levying  of  taxes  by  State 
legislatures  for  school  terms  not  mandatory  under  state  constitutions,  are 
policies  practiced  in  varying  degrees'  in  many  states.  Such  policies,  however, 
are  not  North  Carolina's  policies.  We  issue  local  bonds  for  courthouses, 
but  not  for  school  buildings,  without  a  vote  of  the  people.  We  levy  local 
taxes  for  the  support  of  policemen,  but  not  for  the  support  of  school  teachers, 
without  a  vote  of  the  people.  Whenever  you  see  North  Carolina  spending 
money  for  public  schools,  you  may  be  sure  that  sometime,  somewhere,  an 
election  has  been  carried  "by  a  majority  of  the  qualified  voters." 

We  favor  the  adoption  of  a  constitutional  amendment  as  the  just  way  of 
extending  the  school  term.  Before  all  the  people  of  the  State  are  required 
to  support  all  the  schools  of  the  State  for  any  given  length  of  term,  we  believe 
that  they  should  be  given  an  opportunity  to  say  what  that  length  of  term 
shall  be. 

Through  a  constitutional  amendment,  all  the  people  of  the  State  have 
declared  themselves  in  favor  of  a  State-wide  school  term  of  six  months.  In 
obedience  to  this  mandate  from  the  people,  the  General  Assembly  provides, 
through  taxation  State-wide  in  its  sources,  a  fund  known  as  the  Equalization 
Fund,  which  is  distributed  among  the  weaker  counties  of  the  State  in  an  effort 
to  equalize  as  far  as  possible  the  various  tax  burdens  of  the  six  months 
term. 

The  Majority  Report,  referring  to  the  extension  of  the  school  term  from 
six  months  to  eight  months,  recommends  "that  the  State  give  substantial  and 
gradually  increasing  aid  in  financing  such  extended  term  in  those  communi- 
ties which  are  unable  to  finance  it  themselves." 

Here  we  have  the  astounding  recommendation  that  the  State,  "by  legislative 
enactment,"  tax  all  the  people  of  the  State  for  an  eight  months  term  in  some 
counties  and  a  six-months  term  in  other  counties.  We  believe  that  it  is  un- 
sound in  principle  and  indefensible  in  practice,  in  addition  to  its  being  un- 
constitutional and  impossible,  for  the  State  to  support  an  eight  months  term 
in  one  county  and  not  at  the  same  time  support  the  same  length  of  term  in 
every  other  county.  We  favor  State  support,  under  equitable  equalization 
practice,  of  the  same  length  of  term  in  every  county.    And  we  recommend  that 


Part  I  33 

the  length  of  term  which  the  State  shall  be  required  to  support  through  the 
taxation  of  all  the  people  of  the  State  be  determined  in  the  future,  as  it  has 
been  determined  in  the  past,  by  a  vote  of  all  the  people  of  the  State,  and 
not  "by  legislative  enactment." 

We  favor  the  adoption  of  a  constitutional  amendment  as  the  only  means  of 
actually  guaranteeing  to  every  child  in  the  State  an  educational  opportunity 
beyond  the  present  six  months  term. 

The  Majority  Report  states  that  the  members  who  have  submitted  it  "can 
find  no  support  for  the  theory  that  a  constitutional  provision  is  in  any  way 
essential  to  the  extension  of  our  public  school  term."  Not  finding  any  sup- 
port for  this  theory  they  have  adopted  a  theory  to  the  contrary. 

In  all  the  volumes  of  educational  history  in  North  Carolina,  could  not  one 
fact  be  found  in  support  of  the  theory  that  in  law  the  maximum  term  re- 
quired by  the  constitution  is  the  maximum  term  permitted  by  the  constitution? 
Through  a  long  series  of  decisions  by  the  Supreme  Court,  a  considerable  body 
of  law  has  been  built  up  to  the  effect  that  to  all  practical  intents'  and  pur- 
poses the  State  is  limited  by  the  constitution  to  the  present  six  months  term. 

Aside  from  probable  constitutional  limitations,  could  not  the  majority 
members  find  one  single  fact  from  the  history  of  educational  practice  in 
North  Carolina  to  support  the  theory  that  a  constitutional  provision  is  in 
some  way  vitally  related  to  the  length  of  the  school  term?  Not  until  the 
year  1900,  under  the  leadership  of  Charles  B.  Aycock,  did  the  State  make  any 
serious  effort  to  meet  the  constitutional  requirement  of  a  four  months  term. 
Did  the  State  school  term  gradually  increase,  "by  legislative  enactment,"  until 
it  became  six  months  in  1918?  It  did  not.  At  one  time  prior  to  the  adoption 
of  the  six  months  amendment  in  1918,  the  State  did  provide  a  small  fund 
for  the  extension  of  the  term  some  days  in  excess  of  four  months.  Since  the 
adoption  of  the  six  months  amendment,  has  the  school  term  been  gradually 
increased  "by  legislative  enactment?"  It  has  not.  Is  there  any  prospect  that 
the  State  will  provide,  without  a  mandate  from  the  people,  sufficient  funds 
to  extend  the  term  in  every  county  measurably  beyond  the  present  constitu- 
tional requirement?  We  believe  that  there  is  not.  During  the  last  twenty- 
five  years  of  educational  practice  in  North  Carolina  the  maximum  school 
term  has  hovered  around  and  practically  coincided  with  the  constitutional 
requirement.  And  yet  the  majority  members  declare  that  they  "can  find 
no  support  for  the  theory  that  a  constitutional  provision  is  in  any  way  es- 
sential to  the  extension  of  our  public  school  term." 

Being  unable  to  find  any  support  for  such  a  theory,  they  conclude  that  "some 
freedom  and  elasticity  for  the  exercise  of  the  legislative  will  has  an  ad- 
vantage over  a  constitutional  requirement  for  a  minimum  school  term."  What 
advantage  and  why?  We  are  unable  to  see  any  advantage,  except  such  advan- 
tage as  would  lie  in  reducing  to  zero  the  probability  of  the  term's  being  ex- 
tended. Such  a  condition  could  not  be  considered  an  advantage,  except  on  the 
theory  that  extension  is  not  desirable  in  the  near  future.  All  have  agreed 
that  it  is  desirable. 

We  favor  the  submission  of  a  constitutional  amendment  to  be  voted  on  at 
the  next  general  election.  We  do  not  favor,  however,  the  submission  of  a 
tax  scheme  as  a  part  of  the  amendment.  Any  plan  which  might  be  submitted 
3 


34  Report  of  Educational  Commission 

might  easily  become  obsolete  or  otherwise  impracticable  within  a  very  short 
period  of  time. 

The  Majority  Report  contends  that  a  constitutional  amendment  should 
not  be  submitted  without  "a  constant  revenue  scheme  attached  thereto." 
What  revenue  scheme  could  safely  be  called  constant  in  comparison  with  the 
eternal  age  of  the  constitution  itself? 

The  Majority  Report  further  contends  that  "the  present  local  tax  burdens 
and  the  deplorable  financial  condition  of  the  local  school  systems  may  be 
traced  mainly  to  the  fact  that  a  constitutional  amendment — was  adopted 
without  providing  a  definite  and  constant  source  of  revenue."  The  Majority 
Report  then  makes  the  statement  that  when  the  amendment  was  adopted  "a 
plan  could  easily  have  been  provided  by  which  local  property  could  have  borne 
one-half  or  two-thirds  of  the  cost  of  the  schools  and  a  State-wide  tax  on  all 
the  property  in  the  State  could  have  borne  the  other  half  or  third — but  no 
such  method  as  this  was  resorted  to." 

Unhappily,  the  method  which  the  Majority  Report  alleges  could  have  been 
resorted  to,  and  should  have  been  resorted  to,  but  was  not  resorted  to,  is 
exactly  the  method  that  was  resorted  to. 

With  the  same  assurance,  the  Majority  Report  alleges  that  "immediately 
after  the  adoption  of  the  amendment  it  became  necessary  for  the  counties 
to  raise  the  funds  by  local  taxation." 

During  the  school  years  of  1919-1920  and  1920-1921,  the  State  levied  a  State- 
wide property  tax  for  the  support  of  the  first  three  months  of  the  six  months 
term  and  the  counties  levied  taxes  for  the  support  of  the  remaining  three 
months.  The  plan  turned  out  to  be  so  extremely  unsatisfactory  that  it  was 
abolished  at  the  special  session  of  the  legislature  in  1921. 

Fortunately  for  the  State,  this  particular  method  of  providing  "a  definite 
and  constant  source  of  revenue"  had  not  been  made  a  part  of  the  constitu- 
tion. 

The  Majority  Report  recommends  against  the  adoption  of  a  constitutional 
amendment  on  the  ground  that  the  members'  submitting  it  are  unable  to  rec- 
ommend any  "definite  and  constant  source  of  revenue"  for  the  support  of  the 
extended  term.  The  entire  Commission  unanimously  recommended  that  the 
present  General  Assembly  provide,  if  possible,  for  an  increase  of  the  present 
equalization  fund  from  $1,500,000  to  $4,000,000,  and  expressed  its  conviction 
that  this  would  be  possible.  The  Commission  made  this  unanimous  recom- 
mendation without  "a  constant  scheme  of  revenue  attached  thereto." 

The  Majority  Report  further  recommends,  in  addition  to  the  recommenda- 
tion of  the  entire  Commission,  that  this  equalization  fund  be  increased  by 
succeeding  General  Assemblies  until  it  has  become  sufficiently  large  not  only 
to  equalize  the  burden  of  the  six  months  term,  but  also  to  bear  the  entire  ad- 
ditional burden  of  "four  and  one-fifth  million  dollars — without  any  increase  of 
the  county  tax  for  schools  in  any  county"  for  an  eight  months  term. 

The  Majority  Report  further  states  in  connection  with  the  increase  of  the 
equalization  fund:  "We  believe  that  this  fund  can  be  wisely  increased  a 
million  dollars  each  year  from  the  normal  increase  in  State  revenues,  from 


Paet  I  35 

normal  growth  in  existing  industries  and  corporations,  from  taxes  on  new 
ones  established,  and  from  tapping  conservatively  some  new  sources  of  rev- 
enue not  now  taxed." 

Combining  this  statement  with  the  recommendation  and  statement  of 
the  entire  Commission  in  regard  to  the  equalization  fund,  we  find  the  com- 
bined opinion  of  the  two  reports  to  be  that  the  General  Assembly  of  1929  will 
be  able  to  provide  an  equalization  fund  of  at  least  $5,000,000.  This  amount 
is  approximately  sufficient  for  the  State's  share  of  the  eight  months  school 
term  for  the  first  year. 

The  total  cost  of  an  eight  months  term  would  be  around  $4,300,000  in  excess 
of  the  six  months  term.  If  this'  entire  amount  were  borne  by  the  State, 
the  reduction  of  local  taxes  in  communities  now  supporting  an  eight  months 
term  would  amount  to  approximately  $2,800,000,  leaving  the  actual  increase 
to  the  people  as  a  whole  at  approximately  $1,500,000. 

On  the  basis  of  the  equalization  fund  of  $4,000,000  recommended  by  the 
entire  Commission  for  the  six  months  term,  we  recommend  that  this  amount 
be  increased  one-third  for  the  school  year  1929-1930,  and  further  increased 
by  succeeding  General  Assemblies  substantially  in  accordance  with  the  rec- 
ommendations for  the  six  months  term. 

We  recommend: 

(a)  That  the  major  responsibility  for  the  support  of  the  eight  months 
school  term  rest  upon  the  several  counties  of  the  State. 

(b)  That  because  of  the  great  inequalities  that  exist  among  counties  in 
their  relative  abilities  to  support  education,  the  equalization  fund  for  the 
support  of  the  eight  months  school  term,  should  the  amendment  be  voted 
on  favorably,  be  at  least  five  million  dollars. 

(c)  That  the  present  General  Assembly  authorize  the  appointment  by  the 
Governor,  on  or  before  the  first  day  of  May,  1927,  of  a  State  Tax  Commission 
with  proper  powers  to  study  thoroughly  and  at  length  the  entire  system  of 
taxation  in  North  Carolina,  and  that  it  be  empowered  and  required  to 
present,  on  or  before  the  first  of  April,  1928,  a  comprehensive  scheme  of 
both  State  and  local  taxation,  and  that  this  report  be  transmitted  by  the 
Governor  to  the  General  Assembly  of  1929. 

We  have  studied,  with  the  other  members  of  the  Commission,  various 
sources  of  possible  revenue  and  schemes  of  taxation.  We  appreciate  the 
gravity  of  the  problem  of  finding  sufficient  revenue  for  an  increased  school 
term  without  further  complicating  the  problem  of  taxation.  We  believe, 
however,  that  the  problem  of  further  taxation  for  public  education  in  North 
Carolina  is  first  of  all  dependent  for  its  solution  upon  the  solution  of  a 
greater  problem.     That  problem  is:     Have  we  the  Will  further  to  educate? 

This  is  a  problem  which  only  the  people  themselves  can  solve.  We  believe 
that  North  Carolina  has  sufficient  material  resources,  if  properly  applied 
and  administered,  to  support  an  eight  months  school  term  without  placing 
an  excessive  burden  upon  any  farm  or  factory  in  the  State.  And  we  believe 
that  such  a  State  Tax  Commission  as  we  have  recommended  could  point  out 
how  these  resources  could  be  intelligently  applied  and  administered. 


36  Report  of  Educational  Commission 

Some  thirty-five  hundred  years  ago,  a  lonely  but  heroic  man  was  striving 
to  lead  his  people  out  of  the  darkness  and  slavery  of  Egypt  into  the  light 
and  freedom  of  the  Promised  Land.  At  one  time,  in  reply  to  the  insistent 
demand,  "Let  us  return  unto  Egypt,"  he  cried  out,  "Stand  still  and  see  the 
salvation  of  the  Lord."  But  Jehovah  rebuked  him  and  said:  "Speak  unto 
the  children  of  Israel,  that  they  go  forward."  The  sea  was  in  front  of 
them.  The  army  of  Egypt  was  behind  them.  The  pillar  of  cloud  and  of 
fire  was  over  them.  They  went  forward,  "and  the  waters  were  a  wall 
unto  them  on  their  right  hand,  and  on  their  left." 

A  little  later  this  leader  brought  his  people  to  the  gates  of  the  Promised 
Land.  Out  of  an  abundance  of  caution,  however,  before  attempting  to  enter, 
he  appointed  a  Commission  of  Twelve  to  spie  out  the  land.  He  gave  them 
specific  instructions  as  to  what  they  were  to  endeavor  to  find  out.  These 
were  in  substance  his  instructions: 

"Get  you  up  and  see  the  land,  what  it  is ;  and  the  people  that  dwell  therein, 
whether  they  are  strong  or  weak,  whether  they  are  few  or  many;  and 
what  the  land  is  that  they  dwell  in,  whether  it  is  good  or  bad,  and  whether 
it  is  fat  or  lean,  and  whether  there  is  wood  therein  or  not;  and  what  cities 
they  are  that  they  dwell  in,  whether  in  camps  or  in  strongholds;  and  be 
ye  of  good  courage." 

And  the  twelve  members  of  the  Commission  went  and  returned  after 
forty  days.  And  they  brought  in  a  report  of  the  Commission  as  a  whole, 
and  they  told  Moses  and  said:  "We  came  unto  the  land  whither  thou  sentest 
us,  and  surely  it  floweth  with  milk  and  honey." 

Howbeit,  ten  of  the  members  submitted  a  Majority  Report  as  follows: 

"The  people  that  dwell  in  the  land  are  strong,  and  the  cities  are  fortified 
and  very  great.  And  moreover  we  saw  the  children  of  Anak  there,  and 
the  Hittite,  and  the  Jebusite,  and  the  Amorite,  and  the  Canaahite.  We  are 
not  able  to  go  up  against  the  people,  for  they  are  stronger  than  we.  And 
all  the  people  that  we  saw  are  of  great  stature.  And  we  were  in  our  own 
sight  as  grasshoppers,  and  so  we  were  in  their  sight." 

And  they  brought  up  an  evil  report  of  the  land  which  they  had  spied  out 
unto  the  children  of  Israel. 

But  Caleb,  the  son  of  Jephunneh,  and  Joshua,  the  son  of  Nun,  brought 
in  a  Minority  Report,  and  stilled  the  people  before  Moses,  and  said: 

"The  land  which  we  passed  through  to  spy  it  out  is  an  exceedingly  good 
land.  Pear  ye  not  the  people  of  the  land,  for  they  are  bread  for  us,  for 
their  defense  is  removed  from  over  them.  Let  us  go  up  at  once  and  possess 
the  land,  for  we  are  able." 

North  Carolina  stands  today  at  her  Kadesh-Barnea  in  education.  Under 
other  leadership  she  has  passed  through  her  Red  Sea,  only  to  find  her 
children  still  wandering  in  the  Wilderness  of  one  of  the  shortest  State 
school  terms  throughout  the  whole  country. 

The  Governor  of  North  Carolina,  following  illustrious  precedent,  has  ap- 
pointed   a   Commission    of   twelve   to  spy    out    the    land.      The    Commission 


Part  I 


37 


has  studied  many  things,  according  to  instructions.  In  connection  with  the 
eight  months  school  term  the  Commission  has  submitted  a  report  to  the 
effect  that  it  is  a  goodly  land,  a  land  flowing  with  milk  and  honey. 

Howbeit,  seven  members  of  the  Commission  have  brought  in  what  we 
hope  we  may  be  pardoned  for  calling  an  evil  report,  saying:  "It  is  a  goodly 
land,  but  we  are  not  able  to  go  up  and  possess  it.  We  saw  giants  in  that 
country,  insomuch  that  we  were  in  our  own  sight  as  grasshoppers,  and 
so  we  were  in  their  sight." 

Endeavoring  to  summon  to  our  aid  the  faith  and  courage  of  Joshua  and 
Caleb,  we,  the  undersigned  minority  members  of  the  Commission,  dare  to 
say,  as  opposed  to  the  Majority  Report,  that  we  are  well  able  to  go  up  and 
possess  the  land,  and  we  express  the  wish  and  indulge  the  hope,  that  His 
Excellency,  the  Governor,  may  deem  it  wise  to  follow  the  example  of 
Moses  by  adopting  the  Minority  Report. 

Respectfully  submitted, 

Mrs.  J.  A.  Brown 
Mrs.  E.  L.  McKee 
Mrs.  James  G.  Fearing 
C.  E.  Teagtje 
T.  Wingate  Andrews 


38 


Repoet  of  Educational  Commission 


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Part  I 


41 


TABLE  II*.— VALUATION  OF  REAL  PROPERTY  1920  AND  1926,  AN  D  PERCENTAGE  RATIOS 
WHICH  VALUATIONS  1921-1926  BEAR  TO  VALUATION  1920.  RANKED  BY  COUNTIES 
ACCORDING  TO  RELATION  VALUATION  1926J3EARS  TO  1920. 


County 


Buncombe 

Burke 

Gaston 

Guilford 

Henderson 

Durham 

Lee 

Forsyth 

Caldwell 

Mecklenburg... 

Richmond 

Transylvania . 
New  Hanover. 

Davidson 

Rutherford 

Moore 

Wake 

Iredell 

Rowan 

Cleveland 

Orange 

Catawba 

Polk 

Dare 

Cherokee 

Perquimans 

Carteret 

Harnett 

Macon 

Tyrrell 

Swain 

Avery 

Chowan 

Surry 

Cabarrus 

Currituck _ 

Person 

Cumberland 

Davie 

Pitt 

Clay 

Anson 

Alamance 

Stanly 

Mitchell 

Wilkes 

Yancey 

Hoke 

Gates 

Pasquotank .  .. 

Rockingham 

Stokes 

Union 


Valuation 

Real 
Property 

1920 


62,109,215 

12,677,598 

44,186,848 

85 ,052 ,951 

11,819,160 

36,579,220 

6 ,892  ,881 

73  ,399 ,325 

13  ,321 ,637 

90 ,530 ,481 

18,136,922 

5,323,129 

38 ,474  ,262 

19,380,971 

19,931,887 

16,520,171 

60 ,273  ,770 

26 ,428 ,722 

38 ,036 ,204 

24,337,179 

11,522,616 

26 ,604  ,668 

5,310,101 

2,118,964 

4,319,800 

5,711  ,459 

10,506,809 

18,161,348 

5,124,553 

3 ,466 ,329 

6,915,942 

4 ,493  ,662 

7,490,136 

19,463,312 

29 ,681 ,767 

5,196,787 

11,842,628 

24,510,398 

9 ,944  ,282 

44 ,253  ,913 

2,154,015 

13,385,112 

25,799,813 

24,678,607 

4,466,256 

11  ,751,300 

7,147,465 

10,014,988 

5  ,638 ,566 

15,896,208 

33,755,160 

10,873,161 

21 ,737  ,350 


Percentage  of  1920  Valuations 


103.3 

56.7 
101.8 
105.9 
92.2 
91.8 
81.8 
101.9 
99.5 
86.1 
100.1 
92.8 
101.0 
97.9 
60.0 
98.8 
94.3 
82.1 
89.0 
97.1 
76.8 
77.2 
95.3 
96.1 
101.1 
101 .3 
98.5 
90.0 
93.2 
90  9 
111.4 
110.9 
90.1 
77.7 
88.1 
83.4 
89.2 
88.8 
87.2 
85.1 
97.7 
111.7 
85.3 
63.9 
100.4 
80.4 
97.7 
79.3 
90.2 
77.0 
74.3 
78.0 
76.7 


1922        1923        1924 


106.8 
81.5 
105  .5 
109.3 
104.4 
96.1 
83.8 
104.9 
98. 6 
89.5 
108.4 
95.8 
102.4 
98.1 
58.9 
96.3 
96.6 
98.0 
96.3 
98.8 
80.3 
76.1 
92.7 
89.1 
97.7 
100.6 
93  5 
93.2 
93.4 
91.6 
103  .8 
9S.1 
88.3 
79.2 
87.0 
78.9 
99.0 
81.6 
86.0 
86.2 
98.4 
105  7 
85.2 
81.0 
95.6 
81.3 
91.7 
81.5 
90.0 
79.5 
76.1 
79.0 
76.8 


140.7 
71.3 
118.7 
124  3 
107.4 
117.9 
120.7 
108.5 
101 .3 
100.4 
109.7 
96.5 
106.1 
104.1 
101.0 
101.2 
97.7 
101.5 
99.7 
98.2 
91.0 
9S.3 
96.0 
99.4 
101.2 

100.4 
95.3 
94.8 
96.5 
91.3 

108.3 
96.0 
90.7 
80.9 
88.7 
73.8 

107.1 
85.9 
86.6 
86.2 
98.6 

102.2 
88.5 
79.3 
92.4 
83.0 
86.2 
81.9 
88.3 
82.4 
76.8 
79.4 
78  4 


146.8 
82.4 
142.1 
130.5 
115.1 
123.1 
115.5 
113.9 
107.4 
107.1 
114.8 
94.6 
107.4 
108.1 
105 .0 
104.7 
101 .9 
106.5 
100.8 
103.8 
95.5 
102.6 
92.3 
98.4 
101.3 
101.4 
93.8 
93.9 
101.2 
92.5 
95.9 
96.4 
92.5 
84.2 
89.7 
79.1 
101.8 
91.9 
88.0 
85.1 
92.1 
105.0 
90.9 
81.5 
72.7 
84.1 
85.9 
83.5 
87.2 
80.7 
76.5 
79.6 
79.1 


157.1 

158.2 
139.4 
135 .5 
119.7 
127.9 
125.0 
119.4 
120.3 
121.3 
119.4 
90.6 
111.1 
111.3 
108.9 
106.4 
106.5 
107  3 
103.6 
95.7 
97.9 
107.0 
95.6 
83. S 
100.7 
101.4 
96.3 
97.6 
96.3 
91.8 
97.6 
95.9 
94.1 
9!  .3 
90.7 
78.8 
98.2 
87.8 
88.6 
87.0 
93.0 
86.6 
91.3 
83.4 
90.9 
83.6 
82.0 
83.9 
86  6 
SI  .8 
81.5 
81.2 
81.8 


173.6 
149.5 
145.2 
142.2 
141.0 
131.6 
127.4 
124.5 
124.0 
122.7 
121.4 
114.7 
113.2 
112.9 
112.9 
111.3 
111.2 
110.7 
108.9 
108.0 
107.1 
106.4 
105.3 
105.0 
102.1 
101.2 
100.2 
9S.1 
98.1 
97.2 
96.5 
96.2 
94.1 
93.2 
92.6 
92.6 
90.0 
89.1 
89.0 
87.7 
87.9 
87.9 
86.9 
86.9 
85.7 
S5.6 
85.3 
84.9 
81.8 
82.4 
82.2 
81.8 
80.8 


Valuation 
Real 
Property 
1926 


107,826,792 
18,951,123 
64,142,810 

120,936,669 
16,660,642 
48,119,655 
8  ,780 ,557 
91,351,558 
16,546,322 

116,935,640 

22 ,022  ,874 

6,104,927 

43,566,231 

21,884,797 

22  ,506 ,512 

18,382,950 

67 ,025  ,692 

29 ,260 ,809 

41,416,632 

26 ,290 ,238 

12,337,034 

28,313,631 

5,590,917 

2  ,223  ,907 

4  ,408 ,828 

5,721,016 

10 ,524  ,414 

17,820,613 

5,024,032 

3,369,158 

6 ,676  ,758 

4  ,325  ,279 

7  ,047  ,665 

18,138,122 

27,481,761 
4,814,485 

10,655,767 

21,839,769 
8,849,553 

38,821,116 
1,893,240 

11,772,395 

22,417,765 

21 ,433  ,501 
3,825,531 

10,056,447 
6 ,095 ,709 
8,500,814 
4  ,782 ,646 

13 ,093  ,670 

27 ,742 ,505 
8,890,884 

17,566,164 


42 


Report  of  Educational  Commission 


TABLE  II— Continued 


County 


Wilson 

Randolph 

Chatham 

Columbus 

Pamlico 

Washington 

Watauga 

Duplin. 

Jackson _.. 

Warren 

Wayne 

Lincoln 

Bertie 

Greene 

Beaufort .. 

Yadkin.. 

Camden. 

Lenoir 

Sampson 

Johnston 

Bladen 

Granville 

Brunswick 

Hertford 

Northampton. 

Haywood 

Alleghany 

Halifax 

Edgecombe... 

Pender 

Martin 

Craven 

Ashe 

Caswell 

Madison 

Onslow.. 

Nasb 

Vance 

Robeson 

Franklin 

Jones 

Alexander 

Montgomery.. 

McDowell 

Scotland 

Hyde 

Graham 


Valuation 

Real 

Property 

1920 


North  Carolina . 


40 ,340 ,435 
16,346,555 
11,751,332 
16,117,845 
5 ,490 ,627 
7,501,339 
8,785,150 
24,893,310 
8,607,156 

12  ,373  ,446 
46 ,744  ,945 
13,842,332 

13  ,923  ,519 
14 ,733 ,898 
29,515,553 

9,712,589 

3  ,740 ,856 

32,177,790 

22 ,468  ,657 

39,711,325 

13 ,713  ,045 

16,116,970 

10 ,090 ,496 

10,911,999 

12,158,641 

20 ,090 ,434 

5,383,189 

35,797,638 

36,564,439 

8 ,471 ,387 

15 ,557 ,946 

32,748,132 

12 ,731 ,462 

9,110,794 

8 ,040 ,257 

11,154,401 

35,791,119 

20,152,171 

48  ,065 ,344 

17 ,339 ,674 

9,241,271 

6,920,132 

13,878,111 

19 ,030 ,824 

21,077,511 

9,344,258 

6,102,491 


$  1,991,715,803 


Percentage  of  1920  Valuations 


1921 


74.1 
77.3 
75.2 
87.8 
70.6 
81.4 
74.2 
86.2 
75.3 
78.3 
75.0 
71.4 
77.0 
70.9 
74.3 
74.1 
78.2 
74.5 
74.7 
71.8 
71.9 
69.5 
71.0 
67.6 
70.0 
65.0 
101.1 
57.6 
60.5 
82.2 
67.5 
64.2 
67.0 
66.6 
67.4 
70.2 
57.4 
60.4 
61  1 
60.0 
61.2 
75.3 
41.8 
84.2 
65.7 
66.6 
80.2 


1922 


81.5 


75.7 
76.1 
75.8 
87.2 
69.1 
81.1 
73  .'4 
83.6 
75.2 
72.7 
74.3 
73.3 
76.7 
74.1 
76.2 
74.1 
77.3 
75.6 
72.6 
70.9 
71  7 
70.3 
71.0 
67.6 
69.2 
65.2 
100.6 
62.2 
61.9 
87.7 
67.6 
64.6 
65.6 
63  .0 
65.0 
69.3 
61.4 
62.4 
59.2 
57.8 
60.0 
76.7 
48.7 
48.4 
64.2 
65.7 
71.4 


83.2 


1923 


76.4 
77.3 
76.1 
80.2 
97.1 
75.1 
74.4 
80.0 
76.5 
76.9 
81.3 
73.5 
77.0 
75.8 
76.1 
73.4 
77.0 
69  6 
73.4 
72.5 
71.8 
70.5 
66.8 
68.6 
70.9 
66.7 
98.2 
63.7 
63.6 
77.9 
67.8 
66.7 
66.8 
66  2 
65.0 
66.5 
61.8 
64.4 
58.6 
58 .5 
59.4 
76.4 
46.0 
51.4 
50.0 
65.8 
71.1 


1924 


87.8 


78.5 
78.7 
89.3 
79.9 
90.1 
76.1 
76.7 
79.2 
76.5 
77.3 
75.4 
74.9 
77.5 
75.6 
76.0 
72.4 
73.5 
73.0 
72.5 
71.6 
73.1 
70.8 
66.8 
69.3 
70.9 
66.3 
98.0 
65.5 
65.4 
77.3 
69.0 
67.3 
66.6 
65.6 
65.8 
65.2 
63.9 
64.0 
59.3 
58.5 
59.0 
80.3 
51.1 
51.5 
51.1 
50.6 
37.1 


90.1 


79.6 
81.3 
79.2 
81.4 
80.8 
78.3 
76.5 
77.2 
78.1 
77.3 
76.9 
77.3 
78.8 
75.8 
75.2 
72.8 
74.7 
72.7 
72.7 
72.2 
73.0 
72.0 
66.8 
70.6 
70.8 
68.2 
66.6 
67.6 
66.7 
75.6 
68.0 
67.0 
66.9 
67.1 
65.4 
66.7 
64.9 
64.0 
59  3 
58.5 
59.0 
83.2 
51.5 
51.2 
51.5 
50.0 
60.1 


92.9 


1926 


Valuation 

Real 

Property 

1926 


80.4 
79.8 
79.7 
79.7 
78.9 
78.9 
78.6 
78.3 
7S.0 
76.6 
77.9 
77.6 
77.5 
75.8 
75.1 
74.3 
74.1 
73.8 
73.4 
73.2 
72.5 
72.2 
71.9 
71.3 
71.3 
69.8 


68.4 

68.4 

68.3 

67.5 

66.9 

66.2 

66.2 

66.2 

65.4 

64.8 

64.2 

58.4 

58.3 

54.9 

53.4 

51.9 

50.5 

49. 50 

36.46 


94.1 


32 ,438 ,063 

13  ,053  ,078- 

9,361,724 

12 ,842 ,461 

4  ,334  ,341 

5,921,168 

6 ,908 ,499- 

19 ,500 ,945 

6 ,709 ,472 

9 ,497 ,580 

36 ,204 ,682 

10,746,971 

10,788,135 

11,173,326 

22,175,961 

7  ,213  ,074 

2,772,519- 

23 ,741 ,505 

16,485,531 

29 ,051 ,443 

9 ,947 ,116. 

11 ,63i  ,048 

7,251,717 

7 ,785  ,422 

8 ,666 ,334 

14 ,029 ,232 

3  ,707 ,298 

24,634,759 

25  ,025 ,717 

5 ,794 ,565 

10,621,436 

22 ,103 ,787 

8 ,520 ,215 

6 ,028  ,469' 

5 ,325 ,264 

7,389,459 

23 ,412  ,642 

13  ,062  ,198 

30,852,647 

10,120,382 

5,390,360 

3,798,636 

7 ,411 ,260 

9,870,420 

10 ,635 ,583 

4,625,289 

2,224,959 


$    1 ,901 ,555 ,228 


*A11  calculations  and  figures  based  on  the  printed  reports  of  the  Commissioner  of  Revenue,  Raleigh, 


N.  C. 


Part  I 


43 


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46 


Report  of  Educational  Commission 


TABLE  IV.— COUNTY  SCHOOL  TAX  RATES,  1926-27f 

County 

For 
Salaries 

For  Operat- 
ing and 
Equipment 
Fund 

For  Debt 
Service 

Total 

46 

53 

45 

46 

57 

44 

57 

51.25 

54 

55 

32 

41 

40 

52 

14 
18 

2 
20 

5 

27 
12.5 
22.5 
17 

5 
18 
19 
11 
11 

14 
3 

74 

74 

47 

9 

75 

Ashe 

62 

27 
4.5 
8.25 

21 

98 

74 

82 

92 

60 

5 
5 

4 
7 

55 

65 

55 

Caldwell 

70 

100 

46 

54 

40 

45 

54 

44 

60 

54 

50 

45 

58.3 

48 

45 

16 
10 
10 

2 

5.5 

5.3 
30 

7 
28.5 

9 
34 
30 
30 

18 
17 

2 

3 
.5 
.7 
26 

4 

5.5 

6 

7.7 
19 

7 

80 

81 

52 

50 

60 

50 

Clay 

116 

66 

84 

60 

100 

97 

82 
65 

53 

60 

40 

46 

18.3 

64 

13.5 

21 

17.4 
32.5 
8.5 
13 

8.5 
9 

2.3 
6 

1.2 
13 

75 

90 

59.7 

84.5 

28 

90 

60 

45 

50 

50 

48 

31 

46 

52 

52.5 

39 

51 

45 

50 

42 

49 

51 

55 

50 

46 

47 

54 

65 

50 

15 

32 

25 

22 

6 

16 

25 

12.5 

19.5 

33 

10 

46.5 

13.2 

23 

11 

20 

5 

16 
15.5 

6 
23.5 
18 

12 

8 
18 
7 
3 

72 

90 

93 

77 

Guilford                      

40 

Halifax 

62 

5 
5 
6.5 

82 

70 

65 

84 

Hoke                                    

55 

Hyde                      - 

3  5 
4.8 

15 

13 

100 

60 

87 

75 

75 

5 
12 

7.5 
12 

3.5 
20 

60 

74 

70 

72 

92 

88 

Part  I 


47 


TABLE  IV- 

Continued 

County 

For 
Salaries 

For  Operat- 
ing and 
Equipment 
Fund 

For  Debt 
Service 

Total 

50 

28.25 

47 

44 

43 

60 

37 

55 

45 

44 

10 
16 
14 

5 

8 
14.5 

8 
35 
16 
11 

5 

65 

44  25 

Mitchell 

11 
1 
2 
.5 

4 

72 

50 

53 

75 

49 

90 

17 
23 

78 

78 

100 

60 

62 

57 

45 

42. 

58 

45 

42 

60.5 

50 

40 

40 

60 

44 

45 

51 

48 

48 

73 

56 

66 

49 

41 

48 

60 

60 

47 

60 

45 

50 

44 

43 
9 

10 
8 

22 

20  • 
11 

125 

77 

55 

Pitt 

50 

Polk 

20 

100 

45 

9.5 
12.4 

6 
10 
18 

5 
10 

2 
23 

6 

5 

8 
16 
11 
13 
16 
17 
20 
10 
13 

5 
10 

3.5 

2.1 
12.5 

5 

2 
15 

55 

75 

68.5 

60 

60 

80 

54 

7 
7 
9 
2 

19 
5 
3 

21 
5 

54 

81 

63 

55 

100 

Tyrrell.. 

77 

80 

83 

Wake 

62 

65 

80 

70 

4 
10 
25 
13 

5 

65 

Wilkes. . 

75 

80 

63 

9 

58 

53.3 

14.9 

9.1 

75.9 

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"Sum  of  Rates  above  divided  by  100. 

X  Prorated 


48 


Report  of  Educational  Commission 


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51 


TABLE  VI.— SUMMARY,  ENROLLMENT  BY  TERMS,  1925-1926 
Total  Enrollment 


Total 
Enrollment 

6  Months 
(120) 

6-8  Months 
(121-159) 

8  Months 
(160) 

8-9  Months 
(161-180) 

White 

563,438 
253,815 
817,253 

149,568 
160, 1S4 
309,752 

29,836 
17,200 
47,036 

208,547 

26,852 

235,399 

175,487 

49,579 

Total 

225,066 

Enrollment  in  City  Schools 


White 

136,425 
59,219 
195.644 

8,887 
9,797 
18,684 

127,538 

1,254 
1,254 

3,020 
3,020 

45, 148 

Total. 

172,686 

Enrollment  in  Rural  Schools 


White- 
Colored 
Total. 


427,113 
194,596 
621,609 


149,568 
158,930 
308,498 


29,836 
14,180 
44,016 


199,660 

17,055 

216,715 


47,947 
4,431 

52,378 


SUMMARY — Per  Cent  of  Enrollment — Various  Length  Terms 


Per  Cent 
6  months 
(120) 


Per  Cent 

6-8  Months 

(121-159) 


Per  Cent 

8  Months 

(160) 


Per  Cent 

8-9  Months 

(161-180) 


Total  Per  Cent  of  Enrollment 


White.— 

Colored.. 

Total 


Total  Per  Cent  of  Enrollment  in  City  Schools 


White 

07 
17 
10 

93 

02 
01 

05 
01 

76 

Total 

88 

Total  Per  Cent  of  Enrollment  in  Rural  Schools 


White 

Colored.. 
Total 


52 


Report  of  Educational  Commission 


TABLE  VII.-PERCENTAGES  OF  ENROLLMENT  IN  DAILY  ATTENDANCE  IN  SCHOOLS 
OF   VARIOUS   LENGTHS   OF   TERM,    1925-1926,  WHITE,   COLORED,   TOTAL 


All  Schools 


6  Months 

6-8  Months 

8  Months 

8-9  Months 

White 

72 
65 
68 

75 
63 
70 

76 
69 
75 

81 

76 

Total 

80 

City  Schools 


White 

77 
72 
74 

83 

59 
59 

53 
53 

75 

Total 

81 

Rural  Schools 


White.... 

Colored.. 

Total 


Paet  I 


53 


TABLE  VIII.— VARIATIONS  AMONG  COUNTIES  IN  ABILITY  TO  SUPPORT  PUBLIC  EDU- 
CATION AS  SHOWN  BY  ASSESSED  VALUATION  OF  PROPERTY  1925,  TOTAL  ENROLL- 
MENT, AVERAGE  DAILY  ATTENDANCE,  NUMBER  OF  TEACHERS  1925-1926,  AND  BY 
VALUATION  PER  PUPIL  AND  PER  TEACHER 


County 


Alamance 

Alexander... 
Alleghany... 

Anson 

Ashe 

Avery 

Beaufort 

Bertie 

Bladen 

Brunswick.. 
Buncombe.. 

Burke 

Cabarrus 

Caldwell .... 

Camden 

Carteret 

Caswell 

Catawba 

Chatham... 

Cherokee 

Chowan 

Clay 

Cleveland... 
Columbus... 

Craven 

Cumberland 

Currituck 

Dare i. 

Davidson 

Davie 

Duplin 

Durham 

Edgecombe. 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

Guilford 

Halifax 

Harnett 

Haywood 

Henderson.. 

Hertford 

Hoke 

Hyde 

Iredell 

Jackson 

Johnston 

Jones 

Lee 


Assessed 

Valuation 

1925 


34,389,251 

8,440,131 

4,572,177 

22,807,016 

12,031,208 

5,516,609 

28,397,345 

15,905,735 

13,950,805 

8,816,463 

127,191,535 

26,307,555 

38,828,070 

20,658,676 

3,550,254 

12,628,624 

8,874,679 

40,310,805 

18,973,281 

8,584  066 

10,525,387 

2,412,032 

37,727,078 

20,816,781 

29,062,434 

30,126,215 

5,250,278 

2,116,203 

34,477,000 

12,779,194 

24,908,103 

83,265,369 

34,179,526 

178,279,218 

14,439,943 

88,171,829 

7,486,668 

4,232,159 

21,465,960 

13,621,653 

163,035,890 

40,378,806 

24,985,536 

20,252,792 

19,571,920 

11,492,198 

10,578,093 

5,759,271 

45,682,408 

11,065,461 

43,953,643 

7,136,535 

13,194,226 


Total 

Enroll- 
ment 
1925-26 


10,209 

3,825 

2,315 

9,521 

7,153 

3,228 

9,963 

8,450 

5,963 

4,286 

21,275 

6,144 

9,464 

6,390 

1,817 

4,323 

4,822 

10,766 

7,170 

4,780 

3,196 

1,339 

13,442 

10,401 

7,862 

11,109 

1,887 

1,331 

11,092 

4,064 

11,224 

13,222 

10.30S 

20,925 

8,427 

19,054 

3,514 

1,310 

7,777 

5,195 

26,193 

13,521 

10, 773 

7,166 

6,068 

5,761 

4,408 

2,531 

12,182 

3,985 

18,206 

3,245 

4,832 


Average 
Daily 

Attend- 
ance 
1925-26 


7,647 
2,930 
1,662 
7,030 
4,975 
2,441 
7,745 
5,711 
4,664 
3,442 

16,955 
4,572 
7,213 
5,339 
1,209 
3,481 
3,238 
8,856 
5,110 
3,309 
2,313 
988 
9,850 
7,619 
5,827 
8,236 
1,358 
1,156 
8,796 
2,936 
8,243 

10,066 
6,296 

17,091 
5,805 

13,577 
2,415 
925 
5,481 
3,494 

20,4S1 
8,517 
7,945 
5,666 
4,779 
3,807 
2,676 
1,970 
9,611 
3,151 

12,946 
2,377 
3.613 


Teach- 
ers 
Allow- 
ed in 
Budget 
1925-26 


295 

120 

68 

225 

187 

91 

266 

210 

178 

126 

566 

168 

257 

188 

45 

131 

121 

318 

202 

131 

83 

37 

327 

298 

211 

297 

55 

45 

306 

111 

282 

367 

210 

625 

209 

557 

87 

40 

190 

125 

744 

306 

281 

187 

164 

128 

85 

73 

350 

113 

435 

84 

119 


Valuation  1925 


Per 
Pupil 

En- 
rolled 
1925-26 

Per 

Pupil 

in 

A.D.A. 

1925-26 

8  3,369 

$  4,497 

2,207 

2,881 

1,975 

2,751 

2,398 

3,244 

1,682 

2,418 

1,709 

2,259 

2,850 

3,667 

1,882 

2,785 

2,340 

2,991 

2,057 

2,561 

5,978 

7,501 

4,282 

5,754 

4,103 

5,383 

3,233 

3,869 

1,954 

2.937 

2,921 

3,628 

1,840 

2,741 

3,744 

3,510 

2,646 

3,713 

1,796 

2,594 

3,293 

4,551 

1,801 

2,442 

2,807 

3,830 

2,001 

2,732 

3,697 

4,988 

2,712 

3,658 

2.7S2 

3,866 

1,589 

1,831 

3,108 

3,920 

3,144 

4,353 

2,219 

3,022 

6,297 

8,272 

3,316 

5,429 

8,520 

10,431 

1,713 

2,487 

4,627 

6,494 

2,131 

3,100 

3,230 

4,575 

2,760 

3,916 

2,622 

3,899 

6,224 

7,960 

2,986 

4,741 

2,319 

3,145 

2,826 

3,574 

3,225 

4,095 

1,995 

3,019 

2,400 

3,953 

2,275 

2,923 

3,750 

4,753 

2,777 

3,512 

2,414 

3,395 

2,199 

3,002 

2,731 

3,652 

Per 
Teacher 
Allowed 
1925-26 


116,604 
70,334 
67,238 
101,634 
64,338 
60,622 
106, 756 
75,742 
78,375 
69,972 
224,720 
156,593 
151,082 
109,887 
78,894 
96,402 
73,344 
126,764 
93,927 
'65,527 
126,812 
65,190 
115,373 
69,855 
137,737 
101,435 
95,460 
47,027 
112,670 
115,128 
88,327 
226,881 
162,760 
285,247 
69,091 
158,298 
86,054 
105,804 
112,979 
108,973 
219,134 
131,957 
88,916 
108,304 
119,341 
89,783 
124,448 
78,894 
130,521 
97,924 
101,013 
84,959 
110,876 


54 


Report  of  Educational  Commission 

TABLE  VIII.— Continued 


County 


Lenoir 

Lincoln 

Macon 

Madison.. 

Martin 

McDowell 

Mecklenburg 

Mitchell 

Montgomery 

Moore 

Nash 

New  Hanover 

Northampton 

Onslow.. 

Orange 

Pamlico 

Pasquotank 

Pender 

Perquimans 

Person 

Pitt 

Polk.... 

Randolph 

Richmond 

Robeson 

Rockingham 

Rowan 

Rutherford 

Sampson 

Scotland 

Stanly 

Stokes 

Surry 

Swain 

Transylvania 

Tyrrell 

Union 

Vance. 

Wake 

Warren. 

Washington 

Watauga 

Wayne 

Wilkes... 

Wilson.. 

Tadkin 

Yancey.. 

North  Carolina 


Assessed 

Valuation 

1925 


28 
15 

6 

10 

16 

20 

160 

9 
15 
24 
32 
57 
14 
11 
17 

5 
18 
10 

7 
15 
50 

6 

20 
32 
41 
42 
56 
32 
22, 
16 
30 
12 
28 
12, 

7 

3 

25 
21 
92 
14 


739,480 
,439,800 
420,178 
,491,526 
,134,716 
706,076 
709,186 
,549,733 
,134,605 
,904,718 
,965,962 
892,766 
,922,932 
177,396 
895,812 
660,891 
619,720 
759,401 
991,307 
191,322 
222,430 
958,065 
819,541 
026,577 
690,315 
895,754 
184,746 
868,021 
763,701 
937,215 
342,631 
739,723 
407,519 
191,696 
811,277 
942,472 
291,199 
386,272 
595,934 
247,497 
712,063 
396,928 
158,959 
382,600 
056,195 
483,389 
995,727 


$  2,750,980,067 


Total 
Enroll- 
ment 
1925-26 


9,353 

5,965 

3,676 

5,799 

6,243 

5,301 

25,425 

3,304 

4,973 

7,480 

16,730 

9,049 

7,691 

4,542 

5,642 

2,989 

4,969 

4,523 

3,670 

5,167 

15,628 

2,801 

9,225 

10,110 

17,912 

12,909 

13,867 

10,994 

12,121 

6,064 

8,559 

6,409 

10,353 

3,582 

2,663 

1,497 

12,782 

6,483 

23,611 

7,433 

3,725 

4,184 

13,867 

10,385 

12,306 

5,120 

4,271 


Average 

Daily 
Attend- 
ance 
1925-26 


818,793 


6,581 
4,700 
3,062 
4,232 
4,903 
4,051 

19,797 
2,418 
3,926 
5,393 

11,704 
7,055 
5,715 
3,348 
4,013 
2,401 
3,718 
3,561 
2,558 
3,513 

10,729 
2,122 
6,952 
7,101 

13,077 

10,001 

11,580 
8,298 
8,950 
4,292 
6,579 
4,574 
7,432 
2,565 
1,917 
1,024 
9,460 
4,103 

17,091 
4,636 
2,605 
3,210 

10,138 
8,251 
8,392 
3,581 
3,106 


605,755 


Teach 

ers 
Allow- 
ed in 
Budget 
1925-26 


215 
160 
119 
151 
165 
145 
716 

92 
136 
216 
381 
229 
197 
121 
157 

93 
138 
133 

89 
150 
354 

89 
254 
223 
471 
357 
424 
264 
319 
121 
222 
177 
285 
102 

80 

44 
330 
141 
619 
164 

86 
125 
346 
305 
267 
143 
111 


Valuation  1925 


Per 
Pupil 

En- 
rolled 
1925-26 


21,650 


!  3,073 
2,588 
1,746 
1,809 
2,584 
3,906 
6,321 
2,890 
3,043 
3,330 
1,970 
6,398 
1,940 
2,461 
3,172 
1,860 
3,747 
2,379 
2,177 
2,940 
3,214 
2,484 
2,257 
3,168 
2,328 
3,323 
4,052 
2,990 
1,878 
2,793 
3,545 
1,988 
2,744 
3,403 
2,933 
2,634 
1,978 
3,299 
3,922 
1,917 
2,339 
2,007 
3,473 
1,481 
3,743 
1,852 
1,872 


Per 
Pupil 


A.D.A. 
1925-26 


3,360 


$  4,367 
3,285 
2,097 
2,479 
3,291 
5,111 
8,118 
3,949 
3,855 
4,618 
2,817 
8,206 
2,611 
3,339 
4,459 
2,357 
5,008 
3,021 
3,124 
4,324 
4,680 
3,279 
2,995 
4,510 
3,188 
4,289 
4,852 
3,961 
2,543 
3,946 
4,612 
2,785 
3,822 
4,753 
4,075 
3,850 
2,674 
5,212 
5,418 
3,073 
3,344 
2,616 
4,750 
1,864 
5,488 
2,648 
2,574 


$  4,541 


Past  I 


55 


TABLE  IX— VARIATIONS  AMONG  COUNTIES  IN  ABILITY  TO  SUPPORT  PUBLIC  EDUCA- 
TION, AS  SHOWN  BY  TOTAL  INCOME  TAX  PAID  1925  BY  INDIVIDUALS  AND  BY 
DOMESTIC  CORPORATIONS,!  INCOME  TAX  PAID  PER  PUPIL  ENROLLED  AND 
INDEX  OF  ECONOMIC  ABILITY*  PER  PUPIL  ENROLLED 


County 


Alamance 

Alexander 

Alleghany 

Anson 

Ashe 

Avery 

Beaufort 

Bertie 

Bladen 

Brunswick 

Buncombe ... 

Burke 

Cabarrus 

Caldwell 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland 

Columbus 

Craven 

Cumberland- 
Currituck 

Dare 

Davidson 

Davie 

Duplin 

Durham 

Edgecombe. . 

Forsyth 

Franklin 

Gaston. 

Gates 

Graham 

Granville 

Greene, 

Guilford 

Halifax 

Harnett 

Haywood 

Henderson .. 

Hertford 

Hoke 

Hyde 


Income  Tax  Paid  1925 


By 
Indi- 
viduals 


10,891 

477 

90 

3,529 

168 

1,4-55 

4,831 

1,028 

599 

449 

227,361 

11,329 

29,631 

6,307 

98 

3,903 

216 

10,781 

729 

1,231 

3,644 

10 

5,967 

1 ,  605 

6,938 

14,041 

11,505 

2,948 

14,151 

1,076 

2,262 

76,118 

8,661 

216,590 

1,858 

37,562 

20 

60 

4,224 

251 

178,594 

14,979 

2,698 

7,122 

47,922 

891 

373 

803 


By 
Domestic 
Corpora- 
tions 


35,446 

4,029 

58 

8,656 

91 

545 

6,030 

2,724 

3,381 

3,266 

131,692 

19,651 

112,841 

25,816 


3,655 

107 

35,072 

3,349 

2,142 

7,092 

31 

11,858 

1,232 

7,876 

9,302 

122 

56 

52,465 

1,501 

5,231 

76,602 

3,052 

150,190 

4,167 

154,676 

176 


4,859 

348 

238,451 

16,231 

2,882 

3,740 

9,121 

1,460 

2,257 

34 


Total 


46,337 

4,506 

148 

12,185 

259 

2,000 

10,861 

3,572 

3.980 

3,715 

359,053 

30,980 

142,472 

32, 123 

98 

7,558 

323 

45,853 

4,078 

3,373 

10,736 

41 

17,825 

2,837 

14,814 

23,343 

11,627 

3,004 

66,616 

2,577 

7,493 

148,720 

11,714 

366,780 

6,025 

192,238 

196 

60 

9,083 

599 

417,041 

31,300 

5,580 

10,862 

57,043 

2,351 

2,630 

837 


Per 

Pupil 

Enrolled 

1925-1926 


4.54 

1.18 
.06 

1.28 
.03 
.62 

1.09 

.42 

.67 

.87 

16.86 

5.04 
15.05 

5.03 
.05 

1.75 
.07 

4.26 
.57 
.71 

3.36 
.04 

1.33 
.27 

1.88 

2.10 

6.86 

2.26 

6.01 

.63 

.67 

11.25 

1.13 

17.53 

.72 

10.07 

.06 

.05 

1.17 
.12 

15.92 

2.31 

.52 

1.53 

9.41 
.41 
.60 
.33 


Percent- 
age of 
Entire 
State 
Income 
Tax 
Paid 


1.25 
0.12 
0.004 
0.33 
0.005 
0.05 
0.29 
0.09 
0.10 
0.10 
9.71 
0.84 
3.85 
0.87 
0.002 
0.20 
0.009 
1.24 
0.11 
0.09 
0.29 
0.00  J 
0.48 
0.07 
0.40 
0.63 
0.32 
0.08 
1.80 
0.07 
0.20 
4.02 
0.32 
9.92 
0.16 
5.20 
0.005 
0.002 
0.25 
0.02 
11.29 
0.85 
0.15 
0.29 
1.54 
0.06 
0.07 
0.02 


Index  of  Economic 
Ability 


Per 

Pupil 

Enrolled 


Weakest 
County 
Being  1. 


46.69 
28.76 
24.75 
31.22 
21.08 
21.98 
36.72 
23.95 
29.91 
26.58 
91.61 
58.57 
66.34 
45.44 
24.48 
38.26 
23.07 
51.26 
33.65 
23.15 
44.53 
22.55 
36.41 
25.29 
48.09 
36.00 
40.94 
22.13 
44.86 
39.94 
28.41 
89.97 
42.58 
124.03 
22.13 
67.93 
26.69 
40.43 
35.67 
32.89 
93.73 
39.64 
29.51 
36.84 
49.72 
25.34 
30.59 
28.77 


2.417 
1.489 
1.282 
1.616 
1.092 
1.138 
1.901 
1.240 
1.548 
1.376 
4.742 
3.032 
3.434 
2.352 
1.267 
1.981 
1.194 
2.643 
1.742 
1.198 
2.305 
1.167 
1.885 
1.309 
2.489 
1.864 
2.119 
1.146 
2.322 
2.068 
1.471 
4.657 
2.204 
6.420. 
1.146 
3.516 
1 .382 
2.093 
1.947 
1.702 
4.852 
2.052 
1.528 
1.907 
2.574 
1 .333 
1.584 
1.489 


56 


Report  of  Educational  Commission 


TABLE  IX— Continued 


County 


Iredell 

Jackson.. 

Johnston 

Jones 

Lee 

Lenoir 

Lincoln 

Macon 

Madison 

Martin.. 

McDowell 

Mecklenburg. . 

Mitchell 

Montgomery. . 

Moore 

Nash 

New  Hanover. 
Northampton. 

Onslow 

Orange 

Pamiico 

Pasquotank 

Pender 

Perquimans 

Person 

Pitt 

Polk 

Randolph 

Richmond 

Robeson 

Rockingham.. 

Rowan 

Rutherford 

Sampson 

Scotland 

Stanly 

Stokes 

Surry 

Swain 

Transylvania.. 

Tyrrell... 

Union 

Vance 

Wake 

Warren 

Washington 

Watauga 

Wayne 

Wilkes 

Wilson 

Yadkin 

Yancey 


Income  Tax  Paid  1925 


By 
Indi- 
viduals 


19 
1 
6 

3 
11 
6 

1 

1 

9 

223 

2 

9 

26 

60 

1 


,834 
,134 
627 
38 
,352 
,040 
989 
924 
741 
053 
078 
037 
522 
546 
921 
577 
845 
,370 
274 
,089 
237 
,758 
,058 
785 
,703 
,761 
,145 
,039 
,289 
.451 
,592 
,567 
,341 
.675 
,894 
,670 
384 
,989 
001 
707 
50 
578 
636 
Oil 
338 
259 
290 
337 
273 
884 
180 
347 


By 
Domestic 
Corpora- 
tions 


35,053 

4,375 

1,753 

2 

4,983 

9,555 

20,870 

1,410 

579 

545 

24,707 

185,891 

1,327 

3,495 

11,943 

31,326 

33,902 

1,304 

823 

1,126 

55 

6,515 

590 

4,362 

6,120 

11,231 

841 

6,893 

24,762 

15,813 

9,934 

59,195 

17,356 

1.508 

12,306 

37,510 

843 

22,472 

373 

2,642 


North  Carolina $1,573,225    S  1,915,016    83,488,241 


7.483 
21,630 
56,011 

2,410 
427 

1,195 
22,421 

6,133 

19,928 

709 


Total 


54,887 

5,509 

8,380 

40 

8,335 

20,575 

27,859 

2,334 

2,320 

1,598 

33,785 

408,928 

1,849 

6,041 

21,864 

57,903 

94,747 

2,674 

1,097 

8,215 

292 

18.273 

1,648 

5,147 

9,823 

22,992 

6,986 

9,932 

41,051 

25,264 

35,526 

72,762 

31,697 

3,183 

15,200 

41,180 

1,227 

41,461 

1,374 

6,349 

50 

12,061 

29,266 

140,022 

5,748 

686 

6,485 

39,858 

8,405 

49,812 

889 

976 


Per 
Pupil 

Enrolled 
1925-1926 


4.51 

1.40 

.46 

.01 

1.73 

2.20 

4.67 

.64 

.40 

.26 

6.37 

16.08 

.56 

1.21 

2.92 

3.46 

10.47 

.34 

.24 

1.46 

.10 

3.68 

.36 

1.40 

1  90 

1.47 

2.48 

1.07 

4.06 

1.41 

2.75 

5.25 

2.89 

.26 

2.51 

4.81 

.19 

4  00 

.38 

2.38 

.03 

.94 

4.51 

5.93 

.77 

.18 

1.55 

2.87 

.81 

4.04 

.17 

.23 


4.51 


Percent- 
age of 
Entire 
State 
Income 
Tax 
Paid 


1.48 
0.15 
0.22 
0.001 
0.22 
0.56 
0.75 
0.06 
0.06 
0.64 
0.91 
11.06 
0.05 
0.16 
0.59 
1.57 
2.56 
0.07 
0.03 
0.22 
0.008 
0.49 
0.04 
0.14 
0.26 
0.62 
0.19 
0.27 
1.11 
0.6S 
0  96 
1.97 
0.86 
0  OS 
0.41 
1.11 
0.03 
1.12 
0.03 
0.17 
0.001 
0.33 
0.79 
3.79 
0.15 
0.02 
0.17 
1.08 
0.23 
1.34 
0.02 
0.03 


Index  of  Economic 
Ability 


100.00 


Per 

Pupil 

Enrolled 


51 .38 
36.09 
30.64 
27.50 
35.86 
40.61 
37.03 
22.47 
23.01 
32.56 
55.20 
95.10 
36.69 
39.26 
44.54 
28.09 
90.44 
24.60 
31 .00 
41.10 
23.77 
50.52 
30.10 
28.62 
38.65 
41.64 
33.55 
20.29 
43.66 
30.50 
44.29 
55.89 
40.25 
23.74 
37.42 
49.13 
35.04 
38.30 
42.93 
39.05 
32.95 
25.68 
45.75 
54.95 
24.74 
29.42 
26.64 
46.29 
19.32 
50.83 
23.33 
23.63 


46.51 


t  $2,360,532  income  tax  paid  by  foreign  corporations  not  included  in  this  table  because  of  the  ina- 
bility to  allocate  it  properly  to  counties. 

*  Index  of  economic  ability  equals  Income  Tax  Paid  1925  plus  1.25%  Property  Valuation  1925. 


58 


Report  of  Educational  Commission 


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66 


Report  of  Educational  Commission 


TABLE  XII.— CURRENT  EXPENSE  OF  SIX  MONTHS  SCHOOL  TERM, 
QUIRED  FROM  STATE  EQUALIZING  FUND  UNDER  VARIOUS 
ING  TO   STATE   SCHEDULE,   CURRENT   EXPENSES   OTHER   THAN 


County 


Alamance.. „ 
Alexander... 
Alleghany... 

Anson 

Ashe 

Avery 

Beaufort 

Bertie 

Bladen 

Brunswick. .. 
Buncombe. . 

Burke 

Cabarrus 

Caldwell.—. 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland.. . 
Columbus... 

Craven 

Cumberland 
Currituck... 

Dare 

Davidson... 

Davie 

Duplin 

Durham 

Edgecombe. 

Forsyth 

Franklin 

Gaston 

Gates. 

Graham 

Granville 

Greene 

Guilford.... 

Halifax 

Harnett . 

Haywood... 
Henderson . . 

Hertford 

Hoke 

Hyde 

Iredell 

Jackson 


Total  Current 
Expense 

Six  Months 


185, 

71, 

37 

131, 

103 

54. 

155 

111 

94. 

62 

363 

105 

151 

119 

27 

86 

60 

201 

106 

75 

50 

22 

197 

159 

114 

165 

37 

29 

204 

68 

161 

245 

153 

376 

115 

302 

50 

25 

116 

62 

476 

180 

166 

120 

104. 

72. 

49, 

44, 

213, 

76, 


712.50 
460.89 
551 .32 
084.22 
893.09 
049.45 
473.07 
454.48 
184.72 
941.75 
297.91 
708.70 
461.82 
197.43 
854.82 
011.42 
784 .31 
876.85 
086.47 
211.43 
154.10 
,796.82 
226.59 
101.10 
610.87 
701 .42 
086.21 
608.25 
625.01 
490.78 
142.49 
699.58 
492.50 
209.61 
857.81 
333.13 
800.22 
597.07 
949.15 
707.43 
587.42 
848.97 
848.28 
365.45 
522.38 
888.31 
197.60 
015.38 
297.95 
232 .93 


Total  Amount 

raised  by 

22   Cent 

County  Rate 


78,469.67 
20,268.91 
12,590.33 
55,631.96 
32,738.79 
12,954.79 
76,523.01 
40,406.78 
34,305.66 
22,194.59 

241,588.71 
51,876.66 
95,624.25 
43,088.80 
9,205.12 
29,484.91 
24,464.48 
88,872.11 
42,183.64 
19,829.90 
24,518.08 
5,615.16 
86,535.16 
52,775.91 
78,688.12 
73,189.99 
12,607.03 
5,315.05 
83,812.26 
30,349.64 
66,164.11 

226,246.35 
94,395.67 

363,648.78 
43,685.80 

187,955.65 
18,073.75 
9,897.92 
55,405.75 
38,263.61 

325,900.70 

103,412.79 
62,339.96 
50,708.72 
39,719.12 
29,786.24 
26,951.87 
18,861.09 
99,700.55 
25,125.10 


Equalizing 

Fund  Required 

to  Provide 

Six  Months 


107,242.83 
51,191.98 
24,960.99 
75,452.26 
71,154.30 
41,094.66 
78,950.06 
71,047.70 
59,879.06 
40,747.16 

121,709.20 
53,832.04 
55,837.57 
76,108.63 
18,649.70 
56,526.51 
36,319.83 

113,004.74 
63,902.83 
55,381.53 
25,636.02 
17,181.66 

110,691.43 

106,325.19 
35,922.75 
92,511.43 
24,479.18 
24,293.20 

120,812.75 
38,141.14 
94,978.38 
19,453.23 
59,096.83 
12,560.83 
72,172.01 

114,377.48 
32,726.47 
15,699.15 
61,543.40 
24,443.82 

150,686.72 
77,436.18 

104,508.32 
69,656.73 
64,803.26 
43,102.07 
22,245.75 
25,154.29 

113,597.40 
51,107.83 


Total  Amount 

raised  By 

28  Cent 

County  Rate 


99,870.49 
25,796.79 
16,024.06 
70,804.31 
41,667.55 
16,487.91 
97,392.93 
51,426.81 
43,661.76 
28,247.66 

307,476.54 
66,024.84 

121,703.59 
54,840.28 
11,715.61 
37,526.25 
31,136.61 

113,109.96 
53,688.26 
25,238.05 
31,204.84 
7,146.56 

110,351.65 
67,169.34 

100,148.52 

93,150.89 

16,045.32 

6,764.62 

106,670.15 
38,626.81 
84,208.87 

287,949.90 

120,139.94 

462,825.72 
55,600.11 

239,216.29 
23,002.96 
12,597.36 
70,516.40 
48,699.14 

414,782.70 

131,616.28 
79,341.76 
64,538.37 
50,551.61 
37,909.76 
34,302.37 
24,005.02 

126,891.61 
31,977.39 


Part  I 


67 


SHOWING  AMOUNTS  RAISED  BY  COUNTIES  AND  AMOUNTS  RE- 
PLANS— VALUATION  AVERAGE  OP  1920  AND  1925.  SALARIES  ACCORD- 
SALARIES   FIFTEEN  PETt   CENT   OF   SALARIES.— BY   COUNTIES. 


Equalizing 

Total  Amount 

Equalizing 

Total  Amount 

Equalizing 

Fund  Required 

Raised  by 

Fund  Required 

Raised  by 

Fund  Required 

to  Provide 

30  Cent 

to  Provide 

35  Cent 

to  Provide 

6  Months 

County  Rate 

6  Months 

County  Rate 

6  Months 

$ 

85,842.01 

%               107,004.09 

S                 78,708.41 

$               124,838.11 

S                    60,834.79 

45,664.10 

27,639.42 

43,821.47 

32,245.99 

39.214.90 

21,527.26 

17,168.63 

20,382.69 

20,030.07 

17,521.25 

60,279.91 

75,861.76 

55,222.46 

88,505.39 

42,578.83 

62,225.54 

44,643.81 

59,249.28 

52,084.44 

51,808.65 

37,561.54 

17,665.62 

36,383.83 

20,609.89 

33,439.56 

58,080.14 

104,349.56 

51,123.51 

121,741.16 

33,731.91 

60,027.67 

55,100.16 

56,354.32 

64,283.52 

47,170.96 

50,522.96 

46,780.45 

47,404.27 

54,577.19 

39,607.53 

34,694.09 

30,265.35 

32,676.40 

35,309.57 

27,632.18 

55,821.37 

329,439.15 

33,858.76 

384,345.69 

39,683.86 

70,740.90 

34,967.80 

82,531.05 

23,177.65 

29,758.23 

130,396.70 

21,065.12 

152,129.47 

64,357.15 

58,757.45 

60,439.98 

68,550.36 

50.647.07 

16,139.21 

12,552.44 

15,302.38 

14,644.51 

13,210.31 

48,485.17 

40,206.70 

45,804.72 

46,907.81 

39,103.61 

29,647.70 

33,360.66 

27,423.65 

38,920.77 

21,863.54 

88,766.89 

121,189.24 

80,687.61 

141,387.45 

60,489.20 

52,398.21 

57,523.14 

48,563.33 

67,110.33 

38,976.14 

49,973.38 

27,040.77 

48,170.66 

31,547.56 

43,663.87 

18,949.26 

33,433,75 

16,720.35 

39,006.04 

11,148.06 

15,650.26 

7,657.03 

15,139.79 

8,933.20 

13,863.62 

87,090.94 

118,002.49 

79,224.10 

137,669.57 

59,557.02 

91,931.76 

71,957.15 

87, 143 .95 

83,961.67 

75,139.43 

14,462.35 
72,550.53 

107,301.98 
99,804.53 

7,308.89 
65,896.89 

125,185.65 
116,438.62 

49,262.80 

21,040.89 

17,191.41 

19,894.80 

20,056.64 

17,029.57 

22,843.63 

7,247.80 

22,360.80 

8,455.77 

21,152.48 

97,954.86 

114,289.45 

90,335.56 

133,337.69 

71,287.32 

29,863.97 

41,385.87 

27,104.91 

48,283.51 

20,207.27 

76,933.62 

90,223.79 
308,517.75 

70,918.70 

105,261.09 
359,937.38 

55,881  40 

33,352.56 

128,721.37 
495,884.70 

24,771.13 

150,174.93 
578,532.15 

3,317.57 

60,257.70 

59,571.55 

56,286.26 

69,500.14 

46,357.67 

63,116,84 

256,303  16 

46,029.97 

299,020.36 

3,312.67 

27,797.26 

24,646.03 

26,154.19 

28,753.70 

22,046.52 

12,999.71 

13,497.17 

12,099.90 

15,746.70 

9,850.37 

46,432.75 

75,553.29 

41,395.86 

88,145.50 

28,803.65 

14,008.29 

52,177.65 

10,529.78 

60,873.93 

1,833.50 

61,804.72 

444,410.04 

32,177.38 

518,478.39 
164,520.35 

49,232.69 

141,017.44 

39,831.53 

16,328.62 

87,506.52 

85,009  03 

81,838.75 

99,177.20 

67,670.75 

55,827.08 

69,148.25 

51,217.20 

80,672.96 

39,692.49 

53,970.77 

54,162.43 

50,359.95 

63,189.51 

41,332.87 

34.978.55 

40,617,60 

32,270.71 

47,387.20 

25,501.11 

14,895.23 

36,752.54 

12,445.06 

42,877.97 

6,317.63 

20,010.36 

25,719,67 

18,295.71 

30,006.28 

14,009.10 

86,406.34 

135,955.30 

77,342.65 

158,614.51 

54,683.38 

44,255.54 

34,261.49 

41,971.44 

39,971.74 

36,261.19 

68 


Report  of  Educational  Commission 


County 


Johnston 

Jones 

Lee 

Lenoir 

Lincoln 

Macon 

Madison 

Martin 

McDowell 

Mecklenburg . . 

Mitchell 

Montgomery.. 

Moore 

Nash 

New  Hanover. 
Northampton. 

Onslow. 

Orange 

Pamlico. 

Pasquotank... 

Pender. 

Perquimans... 

Person 

Pitt 

Polk 

Randolph 

Richmond. 

Robeson 

Rockingham.. 

Rowan 

Rutherford 

Sampson 

Scotland 

Stanly 

Stokes... 

Surry 

Swain. 

Transylvania. . 

Tyrrell 

Union 

Vance 

Wake.. 

Warren 

Washington 

Watauga 

Wayne 

Wilkes. 

Wilson 

Yadkin. 

Yancey 


Total. 


North  Carolina. 


Total  Current 

Expense 

Six  Months 


277,312.60 

48,601.21 

80,613.36 

133,808.33 

103,843.23 

69,569.87 

89,414.20 

97,671.87 

95,537  84 

434,398.34 

56,186.24 

87,580.27 

127,024.31 

188,442.47 

166,460.24 

103,774.51 

69,889.76 

95,076.78 

57,281.39 

86,583.95 

72,795  62 

53,252.22 

85,869.33 

204,878.22 

59,483.54 

148,952.32 

142,503.92 

260,442.24 

229,671.30 

247,415.27 

165,276.77 

173,753.18 

70,672.93 

140,915.85 

103,193.57 

172,791.17 

63,032.19 

52,382.72 

27,786.30 

202,809.40 

90,666  85 

365,456.03 

94,590.19 

52,908.23 

69,009.54 

213,102,23 

174,809.27 

175,009.15 

82,725.89 

63,574.39 


Total  Amount 
raised  by 
22  Cent 

County  Rate 


118,447.55 
20,589.56 
30,974.24 
81,951.31 
38,340  54 
14,618.58 
27,491.90 
45,645.47 
49,353.98 
331,547.50 
22,894.51 
35,698.81 
55,106.15 
91,970.31 
127,888.72 
38,525.34 
30,594.98 
40,681.27 
14,777.92 
44,740.94 
27,062.13 
18,705.28 
35,842.59 
129,498.92 
16.033.51 
53,403.31 
69,177.96 
125,137.58 
110,561.06 
122,527.02 
73,759.40 
61,673.24 
52,788.26 
75,319.37 
31,988.31 
65,545.15 
29.109.89 
18,600.20 
9,108.98 
65,127  58 
57,109.26 
204,155.32 
37,182.91 
22,732.78 
21,339.72 
130,709.00 
38,265.56 
121,063.99 
24,319.05 
20,702.04 


Equalizing 

Fund  Required 

to  Provide 

Six  Months 


158,865.05 
28,011.65 
49,639.12 
51,857.02 
65,502.69 
54,951.29 
61,922.30 
52,026.40 
46,183.86 

102,850.84 
33,291.73 
51,881.46 
71,918.16 
96,472.16 
38,571.52 
65,249.17 
39,294.78 
54,395.51 
42,503.47 
41,843.01 
45,733  49 
34,546.94 
50,026.74 
75,379.30 
43,450.03 
95,549.01 
73,325.96 

135,304.66 

119,110.24 

124,888.25 
91,517.37 

112,079.94 
17,884.67 
65,596.48 
71,205.26 

107,246.02 
33,922.30 
33,782.50 
18,677.32 

137,681.82 
33,557.59 

161,300.71 
57,407.28 
30,175.45 
47,669.82 
82,393.23 

136,543.71 
53,945.16 
58,406.84 
42,872.35 


Total  Amount 

raised  By 

28  Cent 

County  Rate 


$      12,999,092.01    8        6,502,341.96    ?        6,496,750.05    $  8,146,841.46 


150,751.43 
26,204.89 
39,421.76 

104,301.67 
48,797.05 
18,605.46 
34,989.68 
58,094.23 
62,814.16 

421,969.55 
29,138.46 
45,434.86 
70,135.11 

117,053.12 

162,767.46 
49,032.25 
38,939.07 
51,776.16 
18,808.26 
56,943.01 
34,442.70 
23,806.72 
45,617.84 

164,816.80 
20,406.28 
67,967.85 
88,044.68 

159,266.01 

140,714.08 

155,943.47 
93,875.61 
78,493.21 
67,185.06 
95,861.02 
40,712.40 
83,421.10 
37,048.95 
23,672.98 
11,593.25 
82,889.65 
72,684.51 

259,834.04 
47,323.71 
28,932.63 
27,159.64 

166,356.91 
48,701.62 

154,081.44 
30,951.52 
26,348.05 


,275,707.89 
128,866  43 


•Excess  represents  the  amount  that  the  rate  indicated  raises  in  excess  of  the  total  current  expense 
of  the  counties  not  participating  in  equalizing  fund. 


Pakt  I 


69 


Equalizing 

Total  Amount 

Equalizing 

Total  Amount 

Equalizing 

Fund  Required 

Raised  by 

Fund  Required 

Raised  by 

Fund  Required 

to  Provide 

30  Cent 

to  Provide 

35  CeDt 

to  Provide 

6  Months 

County  Rate 

6  Months 

County  Rate 

6  Months 

%               126,561.17 

$               161,519.38 

%               115,793.22 

$               188,439.28 

S                     88,873.32 

22,396.32 

28,076.67 

20,524.54 

32,756.12 

15,845.09 

41,191.60 

42,237.60 

28,375.76 

49,277.20 

31,336.16 

29,506.66 

111,751.78 

22,056.55 

130,377.08 

3,431.25 

55,046.18 

52,282.55 

51,560.68 

60,996.31 

42,846.92 

50,964.41 

19,934.42 

49,635.45 

23,256.83 

46,313.04 

54,424.52 

37,488.95 

51,925.25 

43,737.11 

45,677.09 

39,577.64 

62,243.82 

35,428.05 

72,617.79 

25,054.08 

32,723.68 

67,300.88 

28,236.96 

78,517.69 

17,020.15 

12,428.79 

452,110.23 

527,461.93 

27,047.78 

31,219.78 

24,966.46 

36,423.08 

19,763.16 

42,145.41 

48,680.20 

38,900.07 

56,793.57 

30,786.70 

56,889.20 

75,144.76 

51,879.55 

87,668.88 

39,355.43 

71,389.35 

125,414.05 

63,028.42 

146,316.40 

42,126.07 

3,692.79 

174,393.71 

203,459.32 

54,742.26 

52,534.55 

51,239.96 

61,290.31 

42,484.20 

30,950.69 

41,720.43 

28,169.33 

48,673.83 

21,215.93 

43,300.62 

55,474.46 

39,602.32 

64,720.20 

30,356.58 

38,473.13 

20,151.70 

37,129.68 

23,510.32 

33,711  07 

29,640.94 

61,101.37 

25,573.58 

71,178.76 

15,405.19 

38,352.92 

36,902.90 

35,892.72 

43,053.38 

29,742.24 

29,445.94 

25,507.20 

27,745.02 

29,758.40 

23,493.82 

40,251.40 

48,876.26 

36,993.07 

57,022.30 

28,847.03 

40.061.42 

176,589.43 

28,288.79 

206,021 .00 

39,077.26 

21,863.87 

37,619.67 

25,507.85 

33.975.69 

80,984.47 

72,822.70 

76,129.62 

84,959.81 

63,992.51 

54,459.24 

94,333.58 

48,170.34 

110,055.84 

32,448.08 

101,176.23 

170,642.15 

89,800.09 

199,082.51 

61,359.73 

88,957.22 

150,765.09 

78,906.21 

175,992.60 

53,778.70 

91,471.80 

167,082.29 

80,332.98 

194,929.34 

52,485.93 

71,401.16 

100,581.01 

64,695.76 

117,344.57 

47,932.20 

95,259.97 

84,099.87 

86,653.31 

98,116.52 

75,636.66 

3,487.87 

71,984.00 

83,981.33 

45,054.83 

102  708  23 

38,207.62 

119,826.00 

21,089.85 

62,481.17 

43,620.43 

59,573.14 

50,890.50 

52,303.07 

89,370.07 

89,379.75 

83,411.42 

104,276.38 

68,514.79 

25,983.24 

39,695  30 

23,336.89 

46,311.18 

16,721.01 

28,709  74 

25,363.91 

27,018.81 

29,591.23 

22,791.49 

16,193.05 

12,421.34 

15.364.96 

14,491.56 

13,294.74 

119,919.75 

88,810.34 

113,999.06 

103,612.06 

99,197.34 

17,982  34 

77,876.26 

12,790.59 

90,855.64 

105,621.99 

278,393.62 

87,062.41 

324,792  55 

40,663.48 

47,266.48 

50,703.97 

43.886.22 

59,154.64 

35.435.55 

23,975.60 

30,999.24 

21,908  99 

36,165.78 

16,742.45 

41,849.90 

29,099.62 

39,909.92 

33,949.55 

35,059.99 

46,745.32 

178,239.54 

34,862.69 

207,946.13 

5,156.10 

126,107.65 

52,180.31 

122,628.96 

60.877.03 

113,932.24 

20,927.71 

165,087.26 

99,921  89 

192,601.80 

51,774.37 

33, 162  34 

49,563  55 

38,689.40 

44 .036  49 

37,226.34 

28,230.06 

35,344.33 

32,935.07 

30,639.32 

8,934,150.41 
209,449.69 

10,423,275.48 
553,136.83 

t            4,852,250.55 

%           8,724,700.72 

%           4.274,391.29 

%           9,870,138.65 

S                3,128,953  36 

70 


Report  of  Educational  Commission 


TABLE  XIII— TAX   RATE    NECESSARY   FOR  EACH  COUNTY  TO  LEVY  IN  ORDER  TO 
MEET  ITS  ENTIRE  CURRENT  EXPENSE*  OF  A  SIX  MONTHS  SCHOOL  TERM 


County 


Alamance 

Alexander... 
Alleghany. . . 

Anson 

Ashe 

Avery 

Beaufort 

Bertie 

Bladen. 

Brunswick... 
Buncombe... 

Burke 

Cabarrus 

Caldwell 

Camden 

Carteret 

Caswell 

Catawba . 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland... 
Columbus.. 

Craven 

Cumberland 
Currituck. .. 

Dare 

Davidson. .. 

Davie 

Duplin 

Durham 

Edgecombe.. 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

Guilford 

Halifax 

Harnett 

Haywood . . , 
Henderson . . 

Hertford 

Hoke 

Hyde 

Iredell 

Jackson 

Johnston 


Rate  Necessary, f  Based  on 


Valuation 
1925 


95 
52 
76 
39 
55 
71 
140 
59 
54 
65 
30 
45 
21 
80 
34 
68 
60 
54 
46 
29 
45 
67 
59 
53 
63 
47 
76 
47 
69 
63 


Valuation 
1920+1925 


52.1 
77.6 
65.6 
51.8 
69.8 
91.8 
44.7 
60.7 
60.4 
62.4 
33.0 
44.8 
34.8 
60.9 
66.6 
64.2 
54.6 
50.0 
55.3 
83.4 
45.0 
89.3 
50.2 
66.3 
32.0 
46.8 
64.7 
122.5 
53.7 
49.6 
53.6 
23.9 
35.8 
22.8 
58.3 
35.4 
61.8 
56.9 
46.4 
36.0 
32.2 
38.5 
58.9 
52.2 
57.9 
53.8 
40.2 
51.3 
47.1 
66.8 
51.5 


County 


Jones ... 

Lee.. 

Lenoir 

Lincoln 

Macon 

Madison 

Martin 

McDowell 

Mecklenburg 

Mitchell 

Montgomery 

Moore*... 

Nash 

New  Hanover. .. 
Northampton.. 

Onslow 

Orange 

Pamlico 

Pasquotank 

Pender 

Perquimans 

Person 

Pitt 

Polk... 

Randolph 

Richmond 

Robeson 

Rockingham 

Rowan 

Rutherford 

Sampson.. 

Scotland 

Stanly 

Stokes 

Surry 

Swain 

Transylvania... 

Tyrrell 

Union.. 

Vance 

Wake 

Warren 

Washington 

Watauga 

Wayne 

Wilkes.. 

Wilson 

Yadkin 

Yancey.. 

North  Carolina. 


Rate  Necessary,    Based  on 


Valuation 
1925 


61 
47 
67 

108 
85 
61 
46 
27 
59 
58 
51 
57 
29 
70 
63 
53 

101 
47 
68 
67 
57 
41 
85 
72 
44 
62 
54 
44 
50 
76 
42 
46 
81 
61 
52 
67 
70 
80 
42 
39 
66 
61 
82 
44 

114 
38 
87 


Valuation 
1920+1925 


51.9 

57.3 
35.9 
59.1 

105.0 
71.5 
47.1 
42.6 
28.8 
54.0 
54.0 
50.7 
45.1 
28.6 
59.3 
50.3 
51.4 
85.3 
42.6 
59.2 
62.6 
52.7 
34.8 
81.6 
61.4 
45.3 
45.8 
45.7 
44.4 
49.3 
62.0 
29.5 
41.2 
71.0 
58.0 
47.6 
62.0 
67.1 
68.5 
34.9 
39.4 
56.0 
51.2 
71.1 
35.9 

100.5 
3-1.8 
74.8 
67.6 


44.0 


*Salary  fund  according  to  State  schedule;  current  expenses  other  than  salaries  15  per  cent  of  salaries 
tRate  expressed  in  cents  on  $100  of  valuation. 


Part  I 


71 


TABLE    XIV— TAX  RATE    NECESSARY    FOR    EACH    COUNTY    TO    LEVY  IN    ORDER 
TO  MEET  ITS  ENTIRE  CURRENT  EXPENSE  OF  A  SIX  MONTHS  SCHOOL  TERM. 

Based  on  1925  Valuation,  and  on  Average  of  1920  and  1925  Valuations 
Ranked  According  to  Rate  Required  on  1925  Valuations 


Rate  Necessary.     Based  on 

County 

Rate  Necessary.    Based  on 

County 

Valuation 
1925 

Valuation 
1920-1-1925 

2 

Valuation 
1925 

Valuation 
1920-1925 

21 

27 

29 

29 

29 

30 

34 

38 

39 

39 

39 

40 

41 

42 

42 

44 

44 

44 

45 

45 

46 

46 

46 

46.5 

47 

47 

47 

48 

50 

50 

51 

52 

52 

53 

53 

54 

54 

54 

54 

55 

55 

56 

57 

57 

57 

58 

58 

59 

59 

59 

60 

22.8 
28.8 
33.0 
32.2 
28.6 
23.9 
35.4 
31.8 
34.8 
32.0 
39.4 
44.8 
34.8 
29.5 
34.9 
45.3 
44.4 
35.9 
35.8 
38.5 
36.0 
42.6 
41.2 
42.6 
40.0 
51.3 
35.9 
45.0 
50.0 
49.3 
50.7 
50.2 
47.6 
57.9 
51  4 
52.1 
49.6 
46.4 
45.7 
44.7 
46.8 
55.3 
51.8 
45.1 
52.7 
60.9 
54.0 
53.7 
52.2 
54.0 
56.9 

61 
61 
61 
61 
62 
63 
63 
63 
65 
66 
67 
67 
67 
67 
68 
68 
68 
68 
68 
68 
69 
70 
70 
70 
71 
71 
72 
76 
76 
76 
78 
80 
80 
80 
81 
82 
82 
85 
85 
85 
86 
87 
88 
95 
98 
101 
108 
114 
140 

57.3 

47.1 

58.0 

Guilford 

New  Hanover.. 

Washington 

Robeson 

51.2 
45.8 
53.8 

51.5 

50.3 

53.6 

56.0 

Wake..   

58.9 

59.6 

Pitt 

Scotland 

Perquimans 

Transylvania 

62.6 
62.0 
60.4 

64.2 

54.6 

61.8 

51.9 

59.2 

66.8 

McDowell 

60.7 

Stanly 

Northampton 

59.3 
67.1 

Hoke 

Brunswick 

Currituck 

Randolph 

Columbus 

Hyde 

62.4 

64.7 

Lenoir 

Chowan 

61.4 
66.3 
51.3 

Rutherford 

Sampson 

Camden 

62.0 
66.6 

58.3 

68.5 

67.6 

Orange 

Alamance 

Davie 

Granville 

Stokes 

Alleghany 

Watauga- 

Alexander. 

71.0 
65.6 
71.1 
77.6 
71.5 

Polk    

81.6 

69.8 

74.8 

83.4 

Nash 

Clay 

89.3 

91.8 

Caldwell 

85.3 

105.0 

Wilkes 

100.5 

122.5 

Mitchell 

Graham 

North  Carolina... 

47 

44 

72 


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80 


Report  of  Educational  Commission 


TABLE  XVII— TAX  RATE  NECESSARY  FOR  EACH  COUNTY  TO  LEVY  IN  ORDER  TO  MEET 
ITS  ENTIRE  CURRENT  EXPENSE*  OF  AN  EIGHT  MONTHS  SCHOOL  TERM 


County 


Alamance 

Alexander 

Alleghany 

Anson 

Ashe 

Avery 

Beaufort 

Bertie 

Bladen 

Brunswick 

Buncombe 

Burke 

Cabarrus 

Caldwell 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland 

Columbus 

Craven 

Cumberland.. 

Currituck 

Dare 

Davidson 

Davie 

Duplin 

Durham 

Edgecombe... 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

Guilford 

Halifax 

Harnett 

Haywood 

Henderson 

Hertford 

Hoke 

Hyde 

Iredell 

Jackson. 

Johnston 


Rate  Necessary,  f  Based  on 


Valuation 
1925 


.72 

1.12 

1.08 
.76 

1.14 

1.29 
.73 
.93 
.89 
.94 
.38 
.53 
.53 
.76 

1.03 
.90 
.90 
.67 
.74 

1  16 
.63 

1.23 
.69 

1.01 
.52 
.73 
.92 

1.82 
.79 
.71 
.86 
.39 
.60 
.28 

1.06 
.46 
.89 
.79 
.72 
.66 
.39 
.59 
.89 
.79 
.71 
.84 
.61 

1.00 
.62 
.91 


Valuation 
1920+1925 


.69 
1.03 
.86 
.69 
.92 
1.21 
.59 


1.82 
.44 
.59 
.46 
.81 
.87 
.85 
.72 
.66 
.73 

1.11 
.59 

1.16 
.67 
.88 
.42 
.66 


.71 
.66 
.71 
.32 
.47 
.30 
.77 
.47 
.81 
.74 
.62 
.47 
.43 
.51 
.78 
.69 
.76 
.71 
.53 
.67 
.63 


County 


Jones 

Lee 

Lenoir 

Lincoln 

Macon 

Madison 

Martin 

McDowell 

Mecklenburg 

Mitchell 

Montgomery 

Moore 

Nash 

New  Hanover 

Northampton 

Onslow 

Orange 

Pamlico 

Pasquotank 

Pender 

Perquimans 

Person.. 

Pitt 

Polk 

Randolph 

Richmond 

Robeson 

Rockingham 

Rowan 

Rutherford 

Sampson 

Scotland 

Stanly 

Stokes 

Surry 

Swain 

Transylvania 

Tyrrell 

Union 

Vance 

Wake.. 

Warren 

Washington 

Watauga 

Wayne 

Wilkes 

Wilson 

Yadkin. 

Yancey 

North  Carolina. . 


Rate  Necessary.    Based  on 


Valuation 
1925 


.90 
.81 
.62 
.88 

1.43 

1.13 
.80 
.61 
.36 
.77 
.76 
.68 
.76 
.38 
.92 
.83 
.70 

1.33 
.61 
.89 
.87 
.75 
.54 

1.12 
.95 
.59 
.83 
.71 
.58 
.67 

1.01 
.55 
.62 

1.07 
.81 


.92 

1.06 

.56 

.52 


1.09 
.59 

1.51 
.50 

1  15 

1.05 


.626 


Valuation 
19204-1925 


.76 
.48 
.78 

1.38 
.95 
.62 
.56 
.38 
.71 
.71 
.67 
.60 
.38 
.78 
.66 
.68 

1.12 
.56 
.78 
.82 
.70 
.46 

1.07 
.81 
.60 
.61 
.61 
.59 
.65 
.82 
.39 
.55 
.94 
.77 
.63 
.82 
.88 
.91 
.46 
.52 
.74 
.67 
.94 
.48 

1.33 
.42 

1.00 
.90 


.58 


*Salary  fund  according  to  State  schedule ;  current  expenses  other  than  salaries  15  per  cent  of  salaries. 
tRate  expressed  in  dollars  on  the  $100  of  valuation. 


Part  I 


81 


TABLE  XVIII.— TAX  RATE  NECESSARY  FOR  EACH  COUNTY  TO  LEVY  IN  ORDER  TO 
MEET  ITS  ENTIRE  CURRENT  EXPENSE  OF  AN  EIGHT  MONTHS  SCHOOL  TERM 

Based  on  1925  Valuation,  and  on  Average  of  1920  and  1925  Valuations 
Ranked  According  to  Rate  Required  on  1925  Valuation 


County 


Forsyth 

Mecklenburg.  .< 

Buncombe 

New  Hanover. 

Durham 

Guilford 

Gaston 

Wilson 

Wake 

Craven 

Burke 

Cabarrus 

Pitt 

Scotland 

Vance 

Rowan 

Halifax 

Richmond 

Wayne... 

Edgecombe 

Hoke 

Pasquotank... 

McDowell 

Iredell 

Lenoir... 

Stanly 

Chowan.. 

Greene 

Rutherford 

Catawba 

Moore 

Swain 

Cleveland 

Orange 

Rockingham.. 

Henderson 

Davie 

Alamance .. 

Granville 

Cumberland— . 

Beaufort 

Chatham 

Person 

Nash 

Montgomery- . 

Anson 

Caldwell 

Mitchell 

Graham 

Davidson 

Haywood 


Rate  Necessary. f    Based  on 


Valuation 
1925 


Valuation 
1920-1-1925 


.30 
.38 
.44 
.38 
.32 
.43 
.47 
.42 
.52 
.42 
.59 
.46 
.46 
.39 
.46 
.59 
.51 
.60 
.48 
.47 
.53 
.56 
56 
.63 
.48 
.55 
.59 
.47 
.65 
.66 
.67 
.63 
.67 
.68 
.61 
.76 
.66 
.69 
.62 
.66 
.59 
.73 
.70 
.60 
.71 
.69 
.81 
.71 
.74 
.71 


County 


Martin 

Washington 

Lee 

Surry 

Onslow 

Robeson 

Hertford 

Duplin 

Perquimans 

Transylvania.. . 

Warren 

Lincoln 

Johnston 

Gates 

Harnett 

Bladen 

Pender 

Carteret 

Jones 

Caswell 

Jackson— 

Currituck 

Northampton . . 

Tyrrell 

Bertie 

Brunswick 

Randolph. 

Hyde 

Columbus 

Sampson 

Camden 

Yancey 

Union 

Franklin 

Stokia 

Alleghany 

Watauga. 

Alexander 

Polk 

Madison 

Ashe 

Yadkin 

Cherokee 

Clay 

Avery 

Pamlico 

Macon 

Wilkes 

Dare 

North  Carolina 


Rate  Necessary. f    Based  on 


Valuation 
1925 


87 


.626 


Valuation 
1920+1925 


.62 

.67 

.76 

.77 

.66 

.61 

.71 

.71 

.82 

.82 

.74 

.78 

.68 

.81 

.78 

.80 

.78 

.85 

.68 

.72 

.88 

.84 

.78 

.88 

.80 

1.82 

.81 

.67 

.88 

.87 

.82 

.01 

.99 

.77 

.94 

.86 

.94 

1.03 

1.07 

.95 

.92 

1.00 

1.11 

1.16 

1.21 

1.12 

1.38 

1.33 

1.60 


.58 


fRate  expressed  in  dollars  on  the  1100  of  valuation. 


82 


Report  of  Educational  Commission 


TABLE    XIX.— A    GRADUATED    SALARY    SCALE    FOR    WHITE    AND    FOR    COLORED 

TEACHERS 

High  School  Teachers  Certificates 
Grammar  Grade  Teachers  Certificates 
Primary  Teachers  Certificates 

White 
Monthly  Salary  Based  on  Length  of  Service 


4  Years 

3  Years 

2  Years 

1  Year 

0 

$     133.33 
110.00 
105.00 
95.00 

$    120.00 
105.00 
100.00 
90.00 

$     110.00 
100.00 
95.00 
85.00 

S    105 .00 
95.00 
90.00 
80.00 

$      100.00 

Class  B 

90.00 

Class  C 

Provisional  Class  C_ _ 

85.00 
75.00 

Elementary  Certificates 

Class  A 

Class  B 

$      95.00 
85.00 
75.00 

S      90.00 
80.00 
70.00 

$      85 .00 
75.00 
65.00 

$      80.00 
70.00 
60.00 

$        75.00 
65.00 
55.00 

Certificates  Below  Standard 


Temporary $60.00 

Provisional  A.. 55.00 

Provisional  B 50.00 

County  Second  Grade 45.00 

Colored 


4  Years 

3  Years 

2  Years 

1  Year 

0 

Class  A 

Class  B 

$     100.00 
90.00 
80.00 

S      95.00 
85.00 
77.50 

$      90.00 
80.00 
75.00 

$      85.00 
75.00 
72.50 

$        80.00 
70.00 

Class  C _ 

70.00 

Elementary  Certificates 


Class  A 

Class  B 

Provisional  Elementary 


s 

75.00 

S      70.00 

$      65.00 

8      60.00 

70.00 

65.00 

60.00 

57.50 

65.00 

60.00 

55.00 

52.50 

$  57.50 
55.00 
50.00 


Certificates  Below  Standard 

Temporary _ $55.00 

Provisional  A 50.00 

Provisional  B ._ 47.50 

County  Second  Grade 35.00-45.00 

County  Third  Grade. 35.00 


84 


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PART  II 

TEACHER   TRAINING 


PART  II 

CHAPTEK  I 

SUMMARY  OP  FACTS   BEARING  ON   TEACHER   TRAINING, 
CONCLUSIONS,  AND  RECOMMENDATIONS  OF  COMMISSION 

The  Commission  submits  herewith,  following  its  conclusions  and  recom- 
mendations on  Teacher  Training,  an  abbreviated  stenographic  report  of  the 
conference  with  the  heads  of  the  State  Educational  Institutions  for  Teacher 
Training,  and  also  the  most  excellent  and  comprehensive  report  to  the  Com- 
mission of  Dr.  M.  C.  S.  Noble,  Jr.,  who  has  made  an  exhaustive  and  practical 
study  of  this  question  for  the  Commission. 

The  heads  of  the  schools  engaged  in  Teacher  Training  in  North  Carolina 
have  appeared  before  the  Commission,  and  ignoring  and  forgetting  for  the 
time  the  needs  of  their  institutions,  or  their  own  ambitions  for  them,  have 
entered  into  a  frank  and  valuable  discussion  of  the  whole  subject  and  have 
been  very  helpful  to  the  Commission  in  this  respect.  They  have  shown  a 
cooperative  purpose  in  endeavoring  to  meet  the  demand  for  teachers  with 
as  little  expense  to  the  State  as  possible,  but  at  the  same  time  they  have 
not  overlooked  or  minimized  the  necessity  for  ample  and  effective  Teacher 
Training. 

In  order  to  facilitate  the  study  of  this  question  by  the  reader  of  this 
report,  it  gives  the  following  brief  synopsis  and  summary  of  the  facts 
largely  taken  from  Dr.  Noble's  report,  upon  which  the  Commission's  rec- 
ommendations are  based: 

Increase  in  Number  of  Teachers  Employed  and  in  Average  Daily  Attend- 
ance: There  were  only  5,753  white  teachers  and  2,567  negro  teachers  in 
North  Carolina  in  the  year  1900.  There  were  16,948  white  teachers  and 
5,309  negro  teachers  in  the  year  1925.  In  the  year  1900  more  than  90  per 
cent  of  all  the  white  teachers  in  the  State  taught  in  rural  schools.  In  1925 
this  percentage  had  been  reduced  to  75  per  cent.  The  figures  for  the  negro 
teaching  personnel  show  a  similar  tendency  toward  urbanization.  During 
the  last  25  years  there  has  been  a  steady  growth  in  the  number  of  public 
school  teachers  employed  in  North  Carolina.  In  fact,  the  number  of  teachers 
employed  during  the  school  year  ending  1925  is  almost  two  and  one-fifth 
times  the  number  of  public  school  teachers  employed  during  the  year 
ending  1900.  The  increasing  number  of  public  school  teachers  has  natur- 
ally been  attended  by  an  increase  in  average  daily  attendance  for  the 
public  schools.  The  total  number  of  children  in  average  daily  attendance 
in  1925  was  approximately  two  and  two-fifth  times  the  number  of  children 
in  average  daily  attendance  during  the  year  1900. 

Estimate  as  to  Number  of  Teachers  Needed  by  1950:  Allowance  should 
be  made  for  the  fact  that  North  Carolina  is  rapidly  reaching  the  point 
where  the  percentage  that  the  public  school  enrollment  is  of  the  school 
population  will  have  reached  its  upper  limit.  There  is,  therefore,  the 
possibility  that  there  will  be  a  decrease  in  the  rate  of  increase  in  number 


134  Eepoet  of  Educational  Commission 

of  teachers  employed.  This  decrease  in  rate  of  increase  will  he  gradual, 
if  any,  during  the  first  stages  of  the  next  25  year  period.  During  the  later 
years  of  this1  period  this  decrease  in  rate  of  increase  may  be  accelerated. 
Assuming  that  the  rate  of  increase  during  1925-1950  will  he  equal  to  the 
rate  of  increase  for  the  25  year  period  just  previous — namely  the  period 
1900-1925 — and  deducting  15  per  cent  in  lieu  of  the  consideration  men- 
tioned, by  1950  (it  may  be  roughly  estimated)  North"  Carolina  will  be  em- 
ploying 40,000  white  teachers  and  10,000  negro  teachers. 

Present  and  Suggested  Standards  of  Professional  Preparation  for  Teachers: 
The  Commission  notes  with  pride  not  only  the  rapid  rate  of  increase  in  the 
average  daily  attendance  in  the  public  schools  and  in  the  number  of 
teachers  employed,  but  also  the  improvement  of  the  quality  of  professional 
preparation  of  the  teachers  of  the   public   schools   of  North   Carolina.     At 

fthe  present  time  two  years  of  training  beyond  high  school  graduation  with 
professional  credits  is  the  minimum  requirement  for  a  teaching  position 
in  North  Carolina  high  schools.  Beginning  with  the  school  year  1927-1928, 
the  minimum  standard  for  a  teaching  position  in  the  public  high  schools 
f  will  be  three  years  of  training  beyond  high  school  graduation  with  pro- 
fessional credits.  Suggested  minimum  national  standards  for  a  teaching 
position  in  the  high  schools  call  for  four  years  of  college  or  university 
r  work.  67.22  per  cent  of  the  white  high  school  teachers  in  North  Carolina 
and  49.07  per  cent  of  the  negro  high  school  teachers  in  North  Carolina 
measure  up  to  this  suggested  national  standard.  The  standards  for  a 
teaching  position  in  the  public  elementary  schools  in  North  Carolina  which 
prevail  at  the  present  time  are  far  below  the  standards  set  for  teaching 
positions  in  the  elementary  schools  throughout  the  country.  Suggested 
minimum  standards  for  a  teaching  position  in  the  public  elementary 
schools— generally  approved  throughout  the  United  States — call  for  at  least 
/two  years  of  training  beyond  high  school  graduation  plus  professional 
credits.  Only  38.57  per  cent  of  the  white  elementary  school  teachers  and 
15.11  per  cent  of  the  negro  public  elementary  school  teachers  in  North 
Carolina  in  1925-1926  possessed  training  equal  to  the  nationally  approved 
standards.  Data  given  in  Section  2  of  the  Report  on  Teacher  Training  Con- 
ditions in  North  Carolina  show  that  standards  for  a  teaching  position  in 
the  elementary  schools  are  still  deplorably  low  and  that  the  lowest  grade 
teachers  are  found  in  rural  communities,  especially  those  rural  communi- 
ties which  have  only  a  six-months  school  term.  The  position  taken  in 
the  Report  on  Teacher  Training  Conditions  in  North  Carolina  holds  that 
just  as  much  training  is  required  to  prepare  an  elementary  teacher  as  is 
required  to  prepare  a  secondary  teacher.  Two  outstanding  notions  sup- 
porting this  view  are:  (1)  Any  year  in  a  child's  life  should  be  considered 
equally  as  important  as  any  other  year,  hence  a  child  of  say  six  years  of 
age  deserves  an  efficiently  trained  teacher  just  as  much  as  a  child  of 
fourteen  years;  and  (2)  Although  the  high  school  teacher  must  be  special- 
ized in  one  or  two  subjects  which  are  perhaps  more  difficult  to  master 
than  the  subjects  taught  in  the  elementary  school,  the  elementary  teacher 
must,  on  the  other  hand,  have  a  more  highly  diversified  training;  the 
diversification  of  subject  matter  taught  by  the  elementary  teacher,  which 
may  be  clearly  shown  by  an  analysis  of  the  elementary  school  curriculum, 


Pakt  II  135 

would  counterbalance  the  specialization  called  for  by  the  secondary  school 
teacher.  The  Commission  is  justified  in  the  belief — on  the  basis  of  data 
presented — that  North  Carolina  is  making  rapid  strides  in  improving  the 
professional  qualifications  of  the  -  teaching  personnel  in  her  public  schools. 
Few,  if  any,  states  are  excelling  North  Carolina  in  rate  of  improvement 
along  this  line.  Standards  existing  within  the  State,  however,  are  far  too 
low.  The  gap  between  these  standards  prevailing  within  the  State  and  the 
reasonable,  scientifically  determined,  and  minimum  standards  suggested  for 
the  country  at  large  must  be  overcome  as  soon  as  pos'sible. 

Supply  and  Demand  for  Trained  Teachers  1925-1950:  At  the  present 
time,  the  annual  output  of  the  in-State  institutions  for  whites  amounts  to 
approximately  900  elementary  teachers  and  750  _  white  high  school  teachers. 
All  of  these  teachers,  however,  have  not  had  training  which  is  the  equiva- 
lent of  suggested  minimum  standards  for  the  teaching  profession.  Their 
training  varies  all  the  way  from  one  to  four  years  of  college  work.  If  the 
present  supply  figures  were  maintained,  by  1930  our  supply  of  white  ele- 
mentary teachers  trained  by  in-State  institutions  would  be  only  25  per  cent 
of  the  demand  and  by  1950  only  approximately  21  per  cent  of  the  demand, 
and,  if  our  present  supply  of  white  high  school  teachers  was  merely  main- 
tained, our  supply  would  be  only  88  per  cent  of  the  demand  in  1930  and 
47  per  cent  of  the  demand  in  1950.  The  figures  for  the  negro  race  are  also 
illuminating.  If  our  present  supply  from  in-State  institutions  was  merely 
maintained  as  of  1926,  our  supply  figures  for  1930  would  only  be  10  per  cent 
of  the  demand  for  negro  elementary  teachers  and  by  1950  would  be  only 
8  per  cent  of  the  demand  for  elementary  teachers.  By  1930  the  supply  of 
negro  high  school  teachers  will  be  only  64  per  cent  of  the  demand,  and 
by  1950  the  supply  of  negro  high  school  teachers  will  be  only  24  per  cent 
of  the  demand.  The  figures  herewith  presented  constitute  conservative 
estimates  as  to  supply  and  demand,  based,  among  other  things,  upon  the  op- 
timistic assumption  that  standards  will  be  constantly  raised.  When  a 
comparative  study  was  made  of  the  supply  figures  for  the  school  years 
1925  and  1926,  it  was  found  that  there  was  a  considerable  increase  in  the 
output  of  in-State  institutions,  whereas  the  supply  of  teachers  received  from 
out  of  State  institutions  was  practically  the  same  for  the  two  years.  When 
considering  her  future  needs  in  the  way  of  trained  teachers,  it  will  be  well 
for  this  State  to  assume  that  North  Carolina  must  give  just  as  many  teach- 
ers to  other  states  for  their  public  schools  as  this  State  will  receive  from 
other  states  for  her  own  schools.  At  this  point  it  is  well  to  point  out  that 
23  per  cent  of  the  white  teachers  in  the  public  schools  are  beginner  teachers 
and  that  21  per  cent  of  the  negro  teachers  are  beginner  teachers.  It  is 
startling  to  know  that  during  the  school  year  ending  1926,  2,331  white 
teachers  and  1,000  negro  teachers  began  teaching  in  the  public  schools  of 
North  Carolina  without  ever  having  had  as  much  as  one  year  of  college 
or  normal  school  work.  All  of  these  facts  indicate  that  the  supply  of  well- 
trained  teachers  for  the  public  schools  of  North  Carolina  is  far  below  the 
actual  demand.  The  Commission  is  convinced,  moreover,  as  a  result 
of  its  statistical  studies,  that  the  well  trained  teacher  remains  in 
the  teaching  service  for  a  longer  period  of  time,  and  is  less  apt  to  move 


136  Report  of  Educational  Commission 

about  from  place  to  place  than  the  untrained  teacher.  The  greater  the 
amount  of  training  the  teacher  possesses  the  longer  the  tenure  and  the  lower 
the  rate  of  turnover.  From  the  standpoint  of  the  State  and  from  the 
standpoint  of  efficiency  of  instruction,  a  well  trained  teacher  is  an  economic 
asset.  The  untrained  teacher  is  a  costly  proposition.  North  Carolina,  there- 
fore, must  have  high  standards  for  the  professional  preparation  of  its 
teaching  personnel. 

Summary 

(1)  An  increase  in  school  attendance  will  necessitate  the  employment 
of  a  constantly  increasing  number  of  teachers. 

(2)  Notwithstanding  encouraging  improvements  in  the  professional 
qualifications  of  North  Carolina  teachers,  the  necessity  of  higher  standards 
of  professional  preparation  must  be  kept  in  mind. 

(3)  The  untrained  teacher  is  a  costly  and  inefficient  employee. 

(4)  A  next  important  step  in  public  education  in  North  Carolina  is  the 
raising  of  standards  for  the  teaching  profession,  especially  in  the  public 
elementary  schools. 

(5)  The  well  trained  teacher  can  not  afford  to  work  on  a  six-months 
basis. 

(6)  Existing  institutions  for  training  teachers  are  insufficient  to  meet 
the  demand,  hence  the  necessity  for  the  enlargement  of  present  teacher 
training  facilities  and  for  establishing  additional  teacher  training  institutions. 

Conclusions  and  Recommendations 

The  Commission  submits  the  following  conclusions  and  recommendations 
as  to  the  number  of  trained  teachers  needed  from  1925  to  1950  and  the 
preparation  the   State  of  North   Carolina  should   make   for  training   them: 

Table  XLII  of  the  Report  of  Dr.  Noble  shows  the  following  number  of 
white  elementary  and  high  school  teachers,  who  are  entering  the  profes- 
sion for  the  first  time,  necessary  to  fill  vacancies  and  new  positions  from 
1925-1950  to  be;  1930-4445;  1935-4992;  1940-5397;  1945-5460;  1950-5649.  These 
calculations  are  made  for  five  year  periods  but  the  same  figures  serve 
proportionately  for  intervening  years,  except  as  changed  by  changing 
growth  in  the  school  system  and  in  the  number  of  pupils.  By  reference  to 
Table  XXX,  Part  2,  Sub-section  7,  it  will  be  noted  that  3,986  new  white  teach- 
ers entered  the  profession  in  the  year  1926.  Of  these  1,237  were  trained  in 
the  higher  institutions  in  North  Carolina,  and  were  standard  teachers,  hav- 
ing one  or  more  years  of  college  training.  The  remainder,  2,749,  of  the 
teachers  so  entering  the  teaching  profession  had  less  than  one  year  of 
college  training  and  generally  were  graduates  of  high  schools  with  some 
summer  school  training,  though  approximately  8  per  cent  of  these  had  not 
graduated  at  high  schools.  The  continued  growth  of  the  high  schools 
insures  a  supply  of  the  kind  of  teachers  they  can  produce. 

It  is  estimated  that  by  1930,  North  Carolina  will  be  needing  1251  negro  be- 
ginner teachers  (elementary  and  high  school  teachers  inclusive),  by  1935 
North  Carolina  will  need  1,394  negro  beginner  teachers,  by  1940  1,513  teachers, 
by  1945  1,587  teachers,  and  by  1950  North  Carolina  will  need  1,645  negro  teach- 


Pakt  II  137 

ers.  These  calculations  are  given  for  five  year  periods  but  the  same  figures  serve 
for  intervening  years,  except  in-so-far  as  modified  by  changing  growth  in  the 
school  system  and  in  the  number  of  pupils.  Referring  again  to  Table  XXX, 
Part  II,  sub-section  7,  it  will  be  noted  that  there  were  1,169  negro  beginner 
teachers  in  1926.  Only  88  of  these  negro  beginner  teachers  were  trained  in 
institutions  of  higher  learning  and  possessed  as  much  as  1,  2,  3,  or  4  years 
of  college  or  normal  school  training;  55  of  these  88  negro  teachers  were 
trained  by  in-State  institutions  of  higher  learning;  there  were,  therefore, 
1,081  negro  beginner  teachers  entering  the  teaching  profession  in  1926  who 
had  never  attended  the  regular  sessions  of  an  institution  of  higher  learn- 
ing, either  in  this  State  or  some  other  state. 

Therefore,  the  problem  is  not  one  of  getting  teachers  but  of  getting 
trained  teachers  and  of  displacing  as  speedily  as  possible  those  having 
only  a  high  school  education  by  the  use  of  teachers  who  have  been  better 
trained  in  the  institutions  of  higher  learning.  The  Commission  makes  the 
following  recommendations: 

(a)  That  the  high  schools  of  the  State  be  utilized  as  a  temporary  ex- 
pedient for  an  emergency  need  and  as  a  means  of  starting  the  teachers 
toward  higher  training,  but  the  Commission  cannot  recommend  this  as  be- 
ginning to  supply  the  permanent  needs.  In  this  matter  it  quotes  from  the 
current  report  of  Dr.  A.  T.  Allen,  Superintendent  of  Public  Instruction,  as 
follows: 

"Teacher  training  departments  in  High  Schools.  These  departments  are 
organized  on  the  graduate  level.  No  student  is  admitted  unless  she  can  meet 
the  college  and  normal  school  entrance  requirements.  High  school  graduates 
are  now  so  numerous  that  it  is  no  longer  necessary  to  allow  anyone  to 
begin  preparation  for  teaching  who  has'  training  below  high  school  gradua- 
tion. Thirteen  of  these  departments  are  now  in  operation  in  North  Caro- 
lina with  an  enrollment  of  approximately  175. 

"A  separate  room  is  set  apart  for  the  use  of  this  class.  The  room  is 
fitted  out  with  the  necessary  apparatus  for  the  work  of  the  class.  The 
instructor  is  one  well  versed  in  elementary  education  with  extensive  ex- 
perience in  teaching  children.  The  term  of  instruction  is  for  nine  full 
months. 

"These  departments  do  not  in  any  way  compete  with  the  colleges  and 
normal  schools.  Pupils  who  attend  here  are  not  able  as  a  rule  to  make 
financial  arrangements  to  attend  college.  Many  of  them  are  anxious  to 
teach  and  are  willing  to  make  the  necessary  preparation.  They  gladly  ac- 
cept the  opportunity  that  is  offered. 

"The  program  of  work  and  activities  provided  in  these  departments 
leads  directly  into  teaching  in  the  rural  elementary  schools.  The  students 
are  brought  into  direct  touch  with  actual  teaching  situations  every  day — 
either  in  the  observation  of  class  work  at  the  hands  of  the  regular  teacher 
or  in  practice  teaching.  In  the  course  of  the  year,  by  observation  in  the 
rural  schools,  they  are  made  familiar  with  the  needs  of  the  country  schools 
in  the  county  in  which  the  department  is  located.  During  the  last  six 
weeks  of  the  session,  they  organize  and  conduct  a  school  of  their  own.  The 
students  in  this  school  are  the  children  in  the  community  who  are  expected 
to  enter  public  school  in  the  following  year.    Thus  they  have  fine  experience 


138  Report  of  Educational  Commission 

in  teaching  beginners  as  the  last  part  of  their  training.  These  girls  enter 
the  schoolroom  in  the  following  fall  with  a  clear  notion  of  what  is  ex- 
pected of  them.  In  other  words,  these  pupils  are  given  a  year  of  intensive 
specific  training  which  fits  them  for  a  clearly  defined  and  definite  task. 
Superintendents  report  that  the  work  of  these  girls  is  very  satisfacfory  in 
the  schoolroom.  These  departments  should  be  increased  until  they  are  able 
to  turn  into  the  rural  schools  each  year  500  teachers  with  a  year  of  specific 
preparation.  It  seems  that  the  successful  work  of  the  graduates  of  these 
departments  has  clearly  demonstrated  their  usefulness." 

(b)  The  Appalachian  State  Normal  School,  Boone,  N.  C.,  and  Cullowhee 
Normal  School,  Cullowhee,  N.  C,  are  so  situated  with  reference  to  an 
adequate  number  of  children  and  graduates  for  practice  schools  that  the 
Commission  is  unable  to  see  the  possibility  of  any  extensive  increase  in 
the  facilities  of  these  schools  in  such  a  manner  as  to  be  of  largest  value 
in  supplying  the  needs  of  the  State  for  training  teachers,  but  it  recognizes 
to  the  fullest  extent  the  usefulness  of  these  institutions  in  a  more  limited 
way,  and  especially  as  serving  the  communities  in  which  they  are  situated, 
and  it  thinks  that,  while  probably  their  capacity  should  in  no  event  be 
extended  beyond  the  accommodation  of_500  or  600  pupils,  yet,  within  the 
proper  limits,  these  institutions  may  serve  the  State  effectively  and  that  it 
is  much  cheaper  to  increase  their  capacity  than  to  establish  new  institu- 
tions, because  the  greater  the  number,  up  to  a  reasonable  limit,  the  cheaper 
will  be  the  cost  of  the  output  per  capita,  and  it  recommends  that  these 
institutions  be  helped  and  encouraged  by  the  State  to  do  their  maximum 
service  in  supplying  the  need  for  teachers  in  North  Carolina. 

(c)  The  North.  Carolina  College  for  Women  at  Greensboro,  N.  C.,  and 
the  East  Carolina  Teachers  College,  Greenville,  N.  C,  are  the  two  chief 
State  institutions  upon  which  the  State  depends  for  elementary  teachers, 
but  they  are  not  beginning  to  supply  the  present  or  prospective  demand. 
They  are  so  situated  that  they  have  the  material  for  practice  schools,  not 
to  an  unlimited  extent,  but  to  an  extent  which  will  enable  a  considerable 
increase  in  their  facilities,  and  the  Commission  recommends  that,  before 
the  State  expends  any  further  sums  of  money  in  building  any  new  insti- 
tutions, these  be  enlarged  and  equipped  to  the  extent  of  their  maximum 
production  in  the  circumstances  in  which  they  are  situated.  They  are  both 
located  in  population  centers,  which  makes  it  advisable  to  utilize  them  to 
the  fullest  extent. 

(d)  The  University  of  North  Carolina,  in  its  School  of  Education,  is 
increasing  from  year  to  year  its  output  of  trained  teachers,  but  it  only 
turns  out  four  year  graduates,  who  are  largely  utilized  by  the  high  schools 
and  colleges,  and  does  not  train  teachers  for  elementary  schools.  The  Com- 
mission is  doubtful  as  to  whether  the  University's  Department  of  Education 
should  engage  in  the  training  of  elementary  school  teachers,  because  it 
is  inclined  to  the  view  that,  if  teachers  are  to  be  trained  for  the  higher 
positions  in  high  schools  and  colleges,  the  University,  on  account  of  stand- 
ing at  the  head  of  the  public  school  system  of  the  State  should  confine 
itself  to  this  work.  However,  the  demand  for  high  school  teachers  in  the 
State  is  now  being  supplied,  and  because  of  the  high  position  of  the  Uni- 
versity's educational   system,   this  should  not  debar  it  from   rendering  any 


Part  II  139 

service  which  is  necessary  to  the  State,  if  by  so  doing  it  may  save  tax- 
payers of  the  State  the  necessity  of  establishing  further  institutions  of 
learning.  The  Commission  therefore  recommends  that  the  Department  of 
Education  of  the  University  do  undertake  and  begin  the  training  of  ele- 
mentary teachers  in  addition  to  training  teachers  for  high  schools  and 
colleges.  It  is  just  as  important  that  the  University  engage  extensively  m 
the  training  of  elementary  school  teachers  as  it  is  to  train  men  and  women 
for  Law,  Medicine,  Science,  Engineering  and  other  high  professional  posi- 
tions; and,  while  it  would  not  like  to  see,  and  would  not  recommend  that 
one  be  sacrificed  for  the  other,  yet  if  either  be  sacrificed  it  thinks  that 
trained  teachers,  as  the  first  need  of  the  State,  should  be  supplied. 

(e)  In  addition  to  utilizing  the  present  Teacher  Training  institutions 
to  the  limit  of  their  capacity  it  is  impossible  to  escape  the  conclusion  that 
within  the  next  five  years  an  additional  institution  will  have  to  be  established 
and  supported  by  the  State  for  this  purpose,  but  the  Commission  is  of  the 
opinion  that  this  need  may  be  supplied  as  the  demand  grows,  and  that  a  plan 
of  large  expenditure  in  the  near  future  for  this  purpose  is  not  absolutely  es- 
sential. The  growth  of  the  facilities  should  go  hand  in  hand  with  the  growth 
of  the  needs.  The  Commission  thinks  the  State  might  as  well  prepare  to 
erect,  complete  and  put  in  operation  within  the  next  five  years'  a  Teacher 
Training  institution  in  some  large  population  center  where  practice  material 
is  available,  and  that  within  the  following  five  years  another  like  institution 
will  have  to  be  provided,  but  the  Commission  recommends  that  the  present 
facilities  in  the  State  be  first  utilized  to  the  limit  of  their  capacity,  because 
it  is  cheaper  per  capita  per  teacher  produced  to  increase  the  facilities  of 
these  institutions  than  to  establish  new  and  probably  smaller  ones.  It  is 
self  evident,  however,  that  further  institutions  will  be  needed  within  the 
next  five  to  ten  years  in  order  to  meet  the  demand  for  teachers  as  the  same 
grows  during  the  next  25  years. 

(f )  Negro  Teacher  Training  facilities. 

The  Commission  has  made  a  thorough  study  of  the  needs  for  negro 
teachers  in  North  Carolina.  It  realizes  that  the  negro  normal  schools  in 
North  Carolina  have  in  the  past  really  been  devoting  the  major  part  of! 
their  time  only  to  high  school  work.  Only  in  the  last  year  or  so  have  they 
been  doing  work  of  normal  school  grade.  The  Commission  would  like  to 
see  a  further  development  of  these  institutions  before  the  establishment  of 
additional  normal  schools  or  teachers  colleges  for  negroes  is  advocated. 
The  Commission  finds  itself  highly  interested  in  the  work  being  done  by 
the  Agricultural  and  Technical  College,  Greensboro;  North  Carolina  College 
for  Negroes,  Durham;  Winston-Salem  Teachers  College,  Winston-Salem;  Eliza- 
beth City  State  Normal  School,  Elizabeth  City;  State  Normal  School,  Fayette- 
ville;  Cherokee  Indian  Normal  School,  Pembroke;  and  recommends  that  every 
effort  be  made  to  enlarge  the  State  owned  negro  institutions  engaging  in 
teacher  training  and  to  bring  them  to  higher  standards. 

(g)  That  the  State  Department  of  Education  and  the  other  educational 
forces  of  the  State  continue  to  increase  their  commendable  efforts  and 
strengthen  their  policies  of  maintaining  and  gradually  elevating  the  stand- 
art!    of    professional    and    other    qualifications    of    teachers    in    the    public 


140  .      Eepomd  of  Educational  Commission 

schools  of  North.  Carolina,  and  of  recognizing  ana  stimulating  by  increased 
compensation  increased  efficiency  of  teachers. 

(h)  That  the  fixing  of  professional  standards  and  the  gradual  elevation 
of  these  until  they  reach  in  this  State  the  goal  of  the  best  national  profes- 
sional standards  for  teachers  can  well  be  left  to  the  State  Department  of 
Education,  the  teacher  training  institutions  and  the  forward-looking  teachers 
of  the  State. 

(i)  There  is  need  for  more  efficient  supervision  of  our  rural  elementary 
schools.  Because  of  the  manifold  demands  upon  the  county  superintendent 
for  efficient  business  administration  and  for  efficient  supervision  of  his 
schools,  it  is  humanly  impossible  for  him  unaided  and  alone  to  meet  ade- 
quately  or   even   well   these   duties   devolving   upon    him. 

In  the  average  county  outside  of  those  employing  rural  supervisors,  31 
per  cent  of  all  white  rural  teachersi  are  practically  without  teaching  ex- 
perience at  the  beginning  of  the  session;  53  per  cent  are  high  school  grad- 
uates only  or  less;  while  only  20  per  cent  have  professional  training.  There- 
fore the  employment  of  well  trained  and  capable  women  as  rural  supervisors 
is  an  imperative  necessity  if  our  rural  teachers  are  to  receive  the  construc- 
tive professional  assistance  in  their  daily  classroom  work. 

In  counties  outside  of  those  employing  supervisors,  the  county  superin- 
tendent spends  upon  an  average  only  1.9  days  per  week  in  school  visita- 
tion; 37  minutes  only  in  each  classroom  visit;  and  a  total  average  of  only 
63   minutes   in  each   classroom   during   the  entire   school  term. 

The  counties  in  which  the  superintendent  spends  on  the  average  63 
minutes  only  in  each  classroom  during  the  entire  year  are  among  those 
receiving  from  $30,000  to  more  than  $75,000  from  the  State  Equalizing 
Fund.  It  must  appear,  therefore,  economically  unsound  to  continue  the 
policy  of  sending  to  these  counties  these  large  amounts  of  money,  without 
financially  aiding  them  in  the  employment  of  professionally  trained  super- 
visors to  direct  and  to  supervise  adequately  the  classroom  work  for  which 
the  money  is  being  expended. 


CHAPTER  II 

Meeting  of  the  Educational  Commission  with  the  Heads   of  the  State 
Institutions  Engaged  in  Teacher  Training,  November  22-23,  1926 

In  response  to  an  invitation  to  the  heads  of  state  institutions  in  North 
Carolina  engaged  in  training  teachers  to  appear  before  the  Commission  and 
give  their  views  and  produce  facts  with  reference  to  the  facilities  and  needs 
for  training  teachers  in  North  Carolina,  the  following  were  present:  Presi- 
dent J.  I.  Foust  and  Dr.  J.  H.  Cook,  North  Carolina  College  for  Women, 
Greensboro;  President  Robert  H.  Wright,  Professor  Leon  R.  Meadows,  and 
Professor  E.  L.  Henderson,  East  Carolina  Teachers  College,  Greenville;  Pro- 
fessor N.  W.  Walker  and  Dr.  E.  R.  Mosher,  University  of  North  Carolina, 
Chapel  Hill;  President  B.  B.  Dougherty,  Appalachian  State  Normal  School, 
Boone;  President  E.  C.  Brooks,  North  Carolina  State  College,  Raleigh;  Presi- 
dent H.  T.  Hunter  and  Professor  W.  E.  Bird,  Cullowhee  State  Normal  School, 
Cullowhee. 

The  meeting  was  called  to  order  by  J.  0.  Carr,  Chairman.  Dr.  J.  Y. 
Joyner,  Executive  Secretary  of  the  Commission,  outlined  the  purpose  of 
the  meeting  as  follows: 

"The  figures  given  by  Dr.  Noble  show  very  clearly  that  our  Teacher  Train- 
ing facilities  are  turning  out  only  about  one-third  of  our  teachers  in 
the  State.  I  have  two  questions  in  mind:  1.  Whether  the  present  Teacher 
Training  institutions,  especially  those  supported  by  the  State,  are  turning 
out  as  many  as  they  ought  to  in  view  of  their  present  facilities?  2.  Leaving 
that  out  and  granting  that  they  are  turning  out  to  the  full  limit  of  their 
capacity,  what  increase  in  the  facilities  for  Teacher  Training  in  North  Caro- 
lina is  necessary  to  meet  the  yearly  demands  and  what  is  the  best  way  to 
get  that  increase  of  facilities — by  enlarging  our  present  institutions  or  by 
establishing  additional  normal  schools  or  by  both?" 

Dr.  J.  I.  Foust:  Answering  Dr.  Joyner's  question,  I  think  we  should 
doubtless  do  both,  increase  the  number  of  teachers  turned  out  by  the 
present  institutions  and  provide  other  institutions  for  training  teachers  for 
the  elementary  schools.  Thinking  about  our  College  it  seems  to  me  we 
might  so  organize  as  to  give  two  years,  throwing  into  the  second  year 
Psychology  and  some  Education  and  then  supplementing  that  by  work  in 
the  summer  school.  I  think  we  can  turn  out  fairly  good  teachers  in  that 
way.  We  do  have  two  years'  training,  in  a  way,  because  many  of  our  people 
take  two  years  and  then  go  to  summer  school  and  prepare  themselves  to 
teach  in  the  elementary  schools  of  the  State.  I  mentioned  Psychology  and 
some  work  in  Education — then  if  that  is  not  sufficient  to  meet  the  State 
requirements  let  them  go  to  two  summer  sessions.  We  have  two  summer 
sessions  and  the  University  also  has  two  summer  sessions.  If  we  shift 
certain  courses  from  the  Junior  year  or  Senior  year  to  the  Sophomore  year 
they  could  come  back  and  get  full  credit  from  the  college  in  four  years. 
Coming  back  to  Dr.  Joyner's  question  it  is  my  opinion  that  we  should 
doubtless  do  both — encourage  the  institutions  now  in  existence  and  estab- 
lish additional  normal  schools.  I  think  we  will  all  agree  that  this  Teacher 
Training  in  the  county  high  school  is  temporary. 


142  Repokt  of  Educational  Commission 

Dr.  Joyner:  Would  it  be  possible  for  you  to  increase  your  annual  output 
of  teachers  with  your  present  equipment? 

Dr.  Foust:  No.  We  are  up  against  this  proposition.  Suppose  you  could 
fill  the  college  with  people  who  want  to  take  the  four  year  course  would 
you  then  admit  people  who  want  to  take  the  two  year  course?  I  think  as 
president  of  the  college  I  would  take  the  four  year  people  every  time 
because  North  Carolina  needs  college  trained  people.  I  do  not  care 
whether  they  are  teachers  or  citizens.  If  the  college  faces  the  proposition  as 
to  whether  or  not  it  will  take  people  who  want  two  years  or  four  years  I 
think  any  man  would  say  that  the  people  who  are  ambitious  enough  to 
want  four  years  of  college  work  are  the  most  desirable. 

Dr.  Noble:  Dr.  Foust,  is  your  Institution  receiving  applications  from 
people  whom  you  are  unable  to  accommodate? 

Dr.  Foust:  The  situation  with  reference  to  college  has  all  changed  within 
recent  years.  Many  of  these  girls  applied  to  four  or  five  colleges  and  then 
finally  selected  one  of  the  four  or  five.  I  do  not  know.  We  have  about 
2300  applicants  and  we  accepted  1650.  I  would  like  to  see  the  State  moving 
along  this  line  of  requiring  graduate  work,  gradually,  of  course,  for  high 
school  teachers;  take  the  four  year  college  course  and  then  an  additional 
year  for  high  school  teachers;  the  highest  grade  of  certificate  based  on 
the  four  year  college  course  and  one  year  graduate  work.  That  would 
have  to  be  done  slowly  and  wisely. 

Mr.  Allen,  State  Superintendent:  The  problem  of  providing  elementary 
teachers  is  greater  than  supplying  high  school  teachers.  My  understanding 
is  that  two  years  is  a  very  good  minimum.  I  do  not  mean  now  by  this  mini- 
mum standard  of  two  years  that  that  is  all  the  training  an  elementary 
teacher  ought  to  have.  Anybody  will  agree  that  four  years  of  the  right 
kind  of  training  will  give  you  a  better  elementary  teacher  than  two  years. 
I  should  like  to  see  some  of  these  girls  with  Masters  degrees  right  in  the 
first,  second  and  third  grades.  I  should  like  to  see  some  Cadillac  teachers 
in  the  elementary  school  and  not  try  to  run  the  whole  thing  with  Fords. 
AH  of  this  is  based,  of  course,  on  an  eight-months  school  term. 

Dr.  Robert  H.  Wright:  I  feel  very  much  like  taking  this  up  where  Mr. 
Allen  left  off.  There  are  in  the  State  something  over  4000  teaching  positions 
in  the  white  schools  in  the  one  and  two  teacher  schools  and  I  am  wondering 
if  this  big  turn  over  is  not  right  there.  I  noticed  on  the  paper  that  Dr. 
Noble  has  that  between  40  to  50  per  cent  of  these  high  school  teachers 
came  to  this  State  from  outside  the  State.  Nine  out  of  sixteen  in  our  town 
(Greenville)  were  trained  out  of  North  Carolina  and  that  condition  ought 
not  to  be  necessary.  I  mean  we  ought  not  to  have  to  go  out  of  the  State. 
Now  coming  to  the  question  of  the  elementary  school  I  am  convinced  that 
the  great  waste  in  public  education  is  in  the  poorly  trained  teachers  in  the 
grades.  I  believe  we  need  our  very  best  teachers  in  the  lower  grades.  Now 
I  am  saying  that  in  face  of  the  fact  that  we  are  training  high  school 
teachers  as  well  as  teachers  for  the  grades.  We  are  training  for  all  public 
schools.  I  think  it  is  very  important  for  us  to  put  an  ever  increasing 
emphasis  upon  the  training  of  teachers  because  if  the  little  child  gets 
started  wrong  then  it  is  not  simply  the  education  of  the  child,  but  the 
correction  of  the  lack  of  education  that  has  to  be  attended  to  later  and 


Part  II  143 

we  lose  a  number  of  girls  every  year  who  cannot  carry  on  the  work  because 
of  the  poor  training  they  have  received  in  the  grades.  Now,  Mr.  Joyner,  I 
will  try  to  answer  your  questions  in  order. 

1.  Could  we  turn  out  any  more  with  our  present  equipment?  No.  We 
are  not  teaching  anything  at  Greenville  but  teacher  training  and  we  are 
turning  out  the  maximum  number  with  our  present  facilities.  The  increase 
in  teachers  from  East  Carolina  Teachers  College  will  be  in  direct  proportion 
to  the  increased  enrollment.  In  other  words,  every  time  the  State  gives 
funds  enough  to  add  100  more  capacity  the  per  cent  will  be  the  same  that 
it  is  now.  I  think  about  86  per  cent  of  our  girls  teach  school.  Of  course, 
everyone  that  comes  is  not  suitable  timber.  We  do  not  recommend  anyone 
until  we  are  convinced  that  that  person  will  make  a  competent  teacher.  In 
fact  if  a  student  lets  us  know  before  she  registers  that  she  does  not  intend 
to  become  a  teacher  we  advise  her  to  go  elsewhere. 

My  answer  to  the  second  question  as  to  building  more  normal  schools  is, 
I  think  it  would  be  advisable  to  allow  the  present  institutions  to  grow  to 
the  size  planned  for  that  purpose.  I  am  assuming  that  none  have  planned 
to  go  beyond  the  point  of  efficiency  in  training  teachers.  The  number  of 
teachers  that  we  can  turn  out  at  Greenville  is  determined  by  the  obser- 
vation and  practice-teaching  facilities.  The  enrollment  at  Greenville  should 
not  exceed  1500  students  and  I  assume  that  similar  conditions  exist  at  other 
institutions.  Then  I  think  it  would  pay  the  State  to  improve  the  plant 
at  Greenville  until  it  can  take  1500  students.  We  can  accommodate  4TH5  in 
the  dining  room.  In  the  dormitories  we  can  accommodate  786.  We  ought 
not  to  be  allowed  to  increase  faster  than  300  students  a  year.  With  150D 
enrolled  we  could  turn  out  from  the  four  year  and  two  year  courses  some- 
where around  500  students  each  year.  I  think  it  would  be  advisable  to 
make  those  new  normals  two  year  schools.  The  great  need  is  in  the  ele- 
mentary schools. 

The  four-year  side  of  our  school  is  not  very  much  on  the  increase.  The 
bulk  of  it  would  go  into  the  two-year  course.  We  are  having  an  ever 
increasing  number  of  those  who  have  completed  the  two-year  course  to 
come  back,  especially  in  the  summer  term,  and  we  offer  the  same  work  in  the 
summer  term  that  we  do  in  either  one  of  the  other  quarters.  We  run  four 
quarters  in  the  calendar  year.     A  quarter  is  two-thirds  of  the  semester. 

Mr.  Carr:  Mr.  Wright,  what  do  you  think  of  the  use  of  the  Senior  Class 
in  the  high  school  for  Teacher-Training  for  temporary  purposes,  taking 
into  consideration  the  emergency  needs? 

Mr.  Wright:  I  think  it  is  better  than  nothing,  but  it  has  been  answered 
by  some  other  person — that  is  the  one  room  school  in  Teacher  Training. 

Dr.  Joyner:  Is  that  one  year's  Teacher  Training  in  the  high  school  given 
any  credit  at  any  of  your  normal  schools  or  colleges? 

Mr.  Wright:  Yes,  we  give  two-thirds  of  a  year  at  Greenville.  I  firmly 
believe  in  specific  training  for  a  specific  job.  We  cannot  train  a  High 
school  teacher  to  teach  more  than  two  subjects  in  two  years.  I  think  we 
have  made  our  mistake  just  there. 

Dr.  Joyner:  If  you  had  your  elementary  teachers  trained  four  years  for 
that  specific  job  would  you  need  any  supervisors? 

Mr.  Wright:  Yes.  Methods  do  not  make  a  teacher.  There  must  be 
subject  matter  with  a  knowledge  of  how  to  handle  that  subject  matter  with 


144  Report  of  Educational  Commission 

reference  to  given  problems.  It  may  be  the  first,  second  or  third  grade. 
Just  methods  will  not  make  anything  but  a  teacher  and  just  subject  matter 
will  make  anything  else  but  a  teacher.  They  must  be  properly  balanced. 
The  broader  the  scholarship,  if  the  teacher  has  the  professional  training 
to  go  with  it,  the  better  the  teacher. 

Dr.  Joyner:  (To  Dr.  Wright)  Do  you  think  an  adequately  equipped 
praotice  school  with  a  sufficient  number  in  it  is  an  absolute  necessity  for 
training  teachers  for  elementary  school  work? 

Mr.  Wright:     I  do  for  the  best  type  of  teacher. 

Mr.  Carr:  (To  Mr.  Wright)  How  many  applicants  did  you  turn  away 
last  year  for  lack  of  accommodations? 

Mr.  Wright:  We  cannot  tell  whether  they  have  applied  at  other  places 
but  last  year  we  turned  away  783.  We  began  in  December  and  asked  our 
students  to  please  notify  other  folks  that  we  could  not  take  them  and  in 
the  face  of  that  we  had  to  turn  away  the  783  pupils.  On  November  10, 
1926,  we  were  filled  for  next  year  and  we  promised  180  more  than  we  could 
accommodate. 

N.  W.  Walker:  Permit  me,  Mr.  Chairman,  to  express  to  the  Commission 
President  Chase's  deep  regret  at  not  being  able  to  attend  this  meeting  to- 
night. He  requested  me  to  say  this  to  you  and  to  assure  you  that  he  would 
have  been  here  but  for  a  conflicting  engagement  accepted  several  weeks  ago 
which  he  did  not  feel  that  he  could  cancel. 

I  will  undertake  to  outline  very  briefly  the  present  plan  and  scope  of  our 
teacher-training  work  in  the  undergraduate  field  at  the  University  of  North 
Carolina.  What  I  shall  say,  then,  applies  only  to  the  work  of  the  School  of 
Education  which  is  just  one  of  the  divisions  or  schools  of  the  University. 
Neither  graduate  students  in  Education  (who  are  registered  in  the  Graduate 
School)  nor  undergraduates  pursuing  courses  in  education  who  are  registered 
in  other  schools  of  the  University  are  taken  into  account  in  this  statement. 

The  University  of  North  Carolina  does  not  at  present  undertake  to  train 
teachers  for  the  elementary  grades.  The  one  curriculum  of  the  School  of 
Education,  which  leads  to  the  degree  of  Bachelor  of  Arts  in  Education,  is 
designed  for  high  school  teachers.  This  is  a  standard  arts  degree  that  is 
recognized  as  such  by  the  larger  and  better  universities  of  the  country. 
Three-fourths  of  the  courses  required  for  the  completion  of  this  curriculum 
are  chosen  from  the  regular  courses  offered  by  the  various  academic  depart- 
ments of  the  University.  One-fourth  of  this  curriculum  is  professional 
work.  I  mean  by  this  course  in  Education  and  in  the  related  fields  of  Psychol- 
ogy and  Sociology. 

This  year,  for  the  first  time,  we  are  enabled  to  make  some  provision  for 
training  school  facilities.  We  are  using  the  local  public  school  as  our  train- 
ing school.  Three  of  the  departments  of  the  local  high  school — those  of 
English,  Mathematics,  and  French — are  open  to  our  students  for  observation 
and  directed  teaching,  and  next  year  three  other  departments — those  of  His- 
tory, Latin,  and  Natural  Science — will  be  open  for  observation  and  directed 
teaching.  Thus  we  shall  have  training  school  facilities  for  six  major 
branches.  We  believe  that  a  high  school  teacher  who  goes  out  with  our 
bachelor's  degree  should  have  mastered  to  some  degree  of  proficiency  one  or 
two  of  the  major  academic  branches,  and  that  during  the  course  of  his  pro- 


Part  II  145 

fessional  work  his  ability  to  teach  his  chosen  subjects  effectively  should  be 
tested.  The  training  school  will  enable  us  not  only  to  make  the  test  but  to 
develop  in  him  good  class-room  procedure.  We  are  shaping  our  new  cur- 
riculum for  high  school  teachers  in  accordance  with  these  principles  and 
also  in  accordance  with  the  state's  recently  proposed  requirements  for  the 
certification  of  high  school  teachers. 

Women  are  not  admitted  to  the  University  until  they  are  prepared  to  enter 
the  junior  class.  We  have  no  women,  therefore,  in  the  freshman  and  sopho- 
more years.  We  have  a  fairly  good  number  of  women  who  are  juniors  and 
seniors  in  the  School  of  Education.  All  of  these  are  pursuing  the  curriculum 
set  up  for  high  school  teachers.  Most  of  our  young  men  look  to  teaching  in 
the  high  school,  and  so  our  curriculum  is  designed  primarily  for  them.  It 
is  a  rare  experience  to  find  a  young  man  who  wishes  to  prepare  to  teach  in 
the  elementary  grades. 

Our  present  enrollment  in  the  School  of  Education  (not  counting  either 
graduate  students  in  Education  or  undergraduates  in  other  schools  electing 
courses  in  Education)  is  344.  There  are  53  seniors,  nearly  a  third  of  whom 
are  women.  We  have  at  present  more  students  registered  in  the  School  of 
Education  than  we  have  ever  had,  and  more  students  will  graduate  next 
spring  and  summer  than  have  graduated,  all  told,  during  the  past  six  years. 

We  do  not,  as  I  have  already  stated,  have  a  curriculum  for  elementary 
teachers  that  leads  to  the  bachelor's  degree.  We  are  debating  right  now,  and 
have  been  for  sometime,  whether  we  shall  enter  the  undergraduate  field  in 
elementary  education  and  set  up  a  curriculum  for  elementary  teachers  that 
leads  to  the  degree  of  Bachelor  of  Arts  in  Education.  If  we  decide  to  do 
that,  it  is  going  to  be  necessary  for  us  to  provide  training  school  facilities 
which  we  do  not  at  present  have,  and  to  provide  these  facilities  will  call  for 
an  enlargement  of  our  staff.  Moreover,  the  University  would  have  to  break 
with  a  tradition  which  it  has  held  tenaciously  to  the  effect  that  women  are 
ineligible  for  membership  on  the  University  faculty.  We  are  not  permitted 
at  present  to  employ  women  to  conduct  courses  counting  for  credit  toward 
degrees,  and  the  School  of  Education  is  not  willing  to  attempt  to  train  ele- 
mentary teachers  unless  the  University  will  break  with  tradition  and 
authorize  us  to  add  women  to  our  staff.  Many  of  our  women  students  are 
better  fitted  by  native  ability  and  temperament  for  teaching  young  children 
than  for  teaching  adolescent  youth.  Such  persons  should  choose  the  field 
of  elementary  education,  and  many  of  those  who  register  with  us  would  do 
so  if  we  were  prepared  to  give  them  the  training  they  need.  Many  who 
graduate  from  our  School  of  Education  do  go  into  the  elementary  grades  as 
teachers  because  they  prefer  to  do  so,  but  they  are  not  specifically  prepared 
for  the  reasons  I  have  given.  Many  of  our  students  stop  at  the  end  of  one, 
two,  or  three  years  and  find  teaching  positions  in  the  elementary  grades. 
But  our  program  is  a  four-year  program  designed  for  high  school  teachers. 
In  this  field  we  are  trying  to  do  superior  work.  Several  of  those  who  have 
graduated  from  the  School  of  Education  within  the  past  year  or  two  are 
teaching  in  colleges  and  universities.  The  University  has  taken  several  of  our 
graduates  for  instructors  in  its  academic  departments.  The  high  schools  do 
not  get  them  all. 

10 


146  Report  of  Educational  Commission 

Should  we  decide  to  enter  the  field  of  elementary  education,  it  would  mean 
that  we  would  give  the  last  two  years  of  a  four-year  curriculum  leading  to 
the  bachelor's  degree.  Because  of  the  limited  training  school  facilities  that 
we  should  be  able  to  provide  in  a  small  town,  we  should  not  be  able  to  turn 
out  a  large  number  of  elementary  teachers  with  the  bachelor's  degree.  Our 
endeavor  would  be  to  provide  superior  training  facilities  for  a  limited  number. 
We  would  not  be  in  the  way  of  any  other  institution  nor  would  we  duplicate 
the  first  two  years  of  the  four-year  program  except  in  our  summer  quarter. 

My  answer  to  your  specific  question  as  to  whether  we  should  enlarge 
existing  teacher-training  institutions  or  build  additional  normal  schools,  is 
the  same  answer  that  President  Foust  gave  a  moment  ago:  We  should  do 
both.  I  think,  however,  that  a  few  strong  normal  schools  at  additional  centers 
in  the  state  would  perhaps  serve  the  state's  interests  more  effectively  than 
would  larger  schools  at  Greenville  and  Cullowhee  and  Boone. 

Dr.  B.  B.  Dougherty:  I  represent  one  of  the  smaller  normal  schools. 
We  are  not  doing  but  one  thing  and  that  is  trying  to  prepare  teachers  for 
the  elementary  school  in  a  two-year  course.  The  one  thing  that  has  inter- 
ested me  most  is  that  you  are  setting  a  standard  for  a  two  years  training 
above  the  high  school  course.  I  think  that  if  we  were  to  run  on  like  we 
have  for  five  years,  the  facts  will  be  much  more  favorable  than  they  are 
now.  For  instance,  we  have  not  been  really  above  the  high  school  more 
than  three  years.  Two  years  now  in  advance  of  the  high  school — two  years 
of  normal  college  work.  We  are  not  so  fortunate  as  the  larger  institutions 
— we  have  never  run  over  yet.  We  put  out  150  high  school  students  last 
year  and  have  all  the  dormitories  filled  except  one  and  that  is  over  half 
full  and  it  will  be  full  by  Christmas.  My  idea  would  be  to  add  another 
dormitory  and  fill  that  up.  We  have  a  dining  room  that  seats  900  people. 
Last  summer  we  had  at  the  first  summer  session  915  people  and  at  the  second 
session  over  700.  We  had  the  largest  number  of  elementary  tachers  just 
doing  one  thing  that  was  ever  collected  together  on  any  one  college  campus 
in  the  Southern  states.  The  present  enrollment  is  275  high  school  graduates 
taking  normal  school  work  and  86  in  the  high  school  making  361.  Our 
facilities  for  doing  practice  teaching  are  very  good  indeed.  We  worked  out 
a  demonstration  school  where  we  can  put  thirty-eight  young  people  to 
teaching  at  one  time — 7  grades.  We  have  been  operating  27  years.  We 
graduated  fifty  people  last  year  and  expect  to  graduate  sixty  this  year.  Our 
capacity  in  the  dormitory  is  about  400.  We  are  asking  for  an  additional  dormi- 
tory to  accommodate  150  this  year.  The  way  this  thing  occurs  to  me  is 
this:  I  think  that  a  little  normal  school  is  one  of  the  most  expensive  things 
in  the  world.  In  other  words,  it  costs  as  much  to  operate  when  we  had 
fifty  students  as  it  does  now  when  we  have  275.  The  National  Education 
Association  says  that  for  the  first  200  students  an  institution  ought  to 
have  $50,000.00,  for  the  next  100  students  it  would  need  $10,000:0D  more 
income.  In  other  words  the  first  200  students  in  a  small  normal  school 
would  cost  you  $50,000.00.  Two  hundred  more  in  the  same  normal  school 
would  cost  you  $20,000.00  additional.  We  have  class  rooms  sufficient  to 
accommodate  1000  at  Appalachian.  A  normal  school  without  a  demonstra 
tion  school  would  be  like  teaching  people  how  to  swim  without  a  pool.  3 
would  not  give  any  practice  teaching  the  first  year.    Some  observation  woulc 


Part  II  147 

not  hurt  them  at  least.  I  think  they  ought  to  have  one  year  of  study 
before  they  begin  practice  teaching. 

Dr.  E.  C.  Brooks:  At  State  College  we  have  a  department  for  training  for 
Trades  and  Industries  which  includes  training  in  Vocational  Agriculture. 
We  have  in  this  school  of  Education  something  over  200  students.  We  will 
have  next  year  around  25  graduates  to  go  very  largely  into  the  Agricultural 
schools.  The  number  of  those  schools  is  developing  faster  than  the  supply 
from  the  State.  Now,  as  to  Dr.  Joyner's  question:  Of  course,  you  cannot 
meet  the  demand  simply  by  increasing  the  institutions  that  now  exist. 
They  should  be  increased  to  take  care  of  the  teachers.  You  may  need  some 
additional  dormitories  but  as  you  look  at  those  figures  that  Dr.  Noble  pro- 
vides I  believe  that  we  have  got  to  get  the  communities  to  cooperate  with  us  in 
the  nature  of  Junior  Colleges.  Take  Wilmington  for  instance — in  all  that 
section  of  the  State  I  believe  that  with  the  cooperation  of  the  city  of  Wil- 
mington the  State  could  add  two  years  to  that.  There  is  not  an  institution 
in  the  State  that  is  not  too  large  in  the  Freshman  Class.  I  believe  that 
Mr.  Allen  could  work  out  a  cooperation  between  the  city  and  the  county 
and  if  you  locate  a  normal  school  you  are  going  to  locate  in  a  city.  The 
thing  that  used  to  bother  me  a  great  deal  was  how  to  get  teachers  for  the 
elementary  school.  I  think  there  ought  to  be  probably  another  normal  school. 
With  the  demand  you  have  got  to  carry  the  school  as  much  as  possible  to  the 
center  that  is  not  supplied  because  I  think  your  figures  will  show  that  the 
largest  per  cent  of  students  in  college  will  come  from  an  area  not 
far  from  the  location  of  that  college.  The  solution  of  this  is  both  from  the 
standpoint  of  where  it  ought  to  be  located  and  from  the  standpoint  of  funds — 
you  will  find  your  solution  there.  I  think  you  will  reach  four  or  five  times  as 
many  students  in  this  way.  Mr.  Dougherty  has  said  correctly  that  a  normal 
school  of  fifty  is  very  expensive. 

Mr.  Carr:  To  what  extent  do  you  think  the  private  schools  and  denomina- 
tional colleges  should  participate  in  this  Teacher  Training  business? 

Dr.  Brooks:  I  would  take  as  much  as  I  could  off  the  colleges  because  they 
are  going  to  reach  the  stage  in  the  near  future  where  they  cannot  take  the 
number  that  apply  for  the  Freshman  classes. 

Mr.  Morrison:     When  is  a  college  too  big? 

Dr.  Brooks:     That  depends  upon  who  is  the  head  of  it. 

Professor  H.  T.  Hunter:  We  people  who  are  connected  with  the  Teacher 
Training  institutions  very  greatly  appreciate  the  invitation  to  appear  before 
the  Educational  Commission  of  North  Carolina  and  discuss  this  matter  in 
which  we  are  so  vitally  interested.  I  have  given  a  little  thought  myself  to 
combining  the  Junior  College  work  with  the  Normal  School  work  at  Cul- 
lowhee.  We  happen  to  be  in  the  far  western  part  of  the  State  and  that 
part  of  the  State  is  far  away  from  nearly  all  of  the  other  State  colleges. 
Why  should  not  Cullowhee  give  college  training  as  well  as  training  for 
teachers?  I  have  given  considerable  thought  to  it.  If  you  try  to  combine 
the  two  and  run  two  parallel  curricula  you  would  probably  find  the  academic 
work  growing  and  the  other  lessening.  I  would  not  mind  trying  it  if 
the  State  wanted  me  to  at  Cullowhee — training  folks  for  college  and  training 
folks  for  elementary  teaching,  possibly  with  some  overlapping.    At  Cullowhee 


148  Report  of  Educational  Commission 

we  have  foregone  the  idea  of  training  folks  for  the  liberal  arts  degree.  That 
means  that  our  students,  if  they  want  to  go  somewhere  after  they  get 
through  Cullowhee  will  be  penalized.  We  come  now  to  the  question  of 
type  of  training.  I  belive  that  the  two  year  normal  school  has  no  other 
job  before  it  but  to  train  teachers  specifically  to  go  out  and  teach  children. 
There  is  no  other  justification  for  a  two-year  normal  school  but  to  train  teach- 
ers to  go  out  and  teach  children.  The  training  of  teachers,  in  my  judgment, 
is  not  simply  a  matter  of  methods.  I  do  not  see  how  a  person  could  teach 
children  and  not  have  a  broad  knowledge  of  children,  child  nature,  and  the 
person  ought  to  know  a  good  deal  of  nature.  The  size  of  the  institution — 
Cullowhee  is  just  a  little  baby.  We  have  just  moved  out  of  the  high  school 
field  two  or  three  years  ago.  In  1922-1923  the  school  started  out  with  only 
22  normal  students.  In  1923-1924  we  started  out  with  45  normal  students. 
In  1924-1925  we  had  70  normal  students.  In  1925-1926,  103  and  this  year  116. 
Our  utmost  rooming  capacity  in  our  Normal  School  is  210.  The  schools  in 
the  mountains  have  somewhat  a  parallel  experience  with  the  hotels  in  the 
mountains.  We  may  start  little  in  the  fall  and  be  absolutely  overwhelmed 
in  the  spring  and  summer.  Last  summer  we  had  our  dormitories  full. 
Personally,  I  believe  that  the  schools  ought  to  be  rather  larger  than  Dr. 
Brooks  suggested. 

The  Cost  of  Teacher  Training  Institutions:  It  seems  to  be  a  practice 
in  most  of  the  states  to  appropriate  to  a  Teacher  Training  institution  just 
about  one-half  to  two-thirds  as  much  to  a  pupil  as  they  do  to  an  academic 
institution.  Personally  I  cannot  see  why.  Assuming  that  North  Carolina 
has  4,000  folks  taking  Teacher  Training  every  year  for  the  elementary  school 
if  the  per  capita  costs  in  these  schools  approximated  those  of  the  academic 
schools  it  would  cost  the  State  $660,000.00  a  year.  I  believe  that  at  Cullowhee 
the  maximum  for  a  Teacher  Training  institution  would  be  something  like  500 
students.  I  do  believe  that  our  present  schools  ought  to  be  built  up  im- 
mediately. I  would  not  say  do  not  start  some  others  but  I  would  say  by  all 
means  they  ought  to  be  built  as  rapidly  as  their  increase  would  justify. 
I  figured  out  that  at  the  present  rate  of  increase  our  student  body  could  be 
made  500  boarding  students.  We  are  asking  for  simply  one  little  dormitory 
next  year  which  will  accommodate  about  85  boarding  students.  I  feel  that 
we  would  have  that  filled  by  the  end  of  the  first  year.  We  may  build  our 
normal  schools  but  we  are  not  going  to  fill  them  and  keep  them  filled  with 
the  present  standards  and  the  present  salaries.  It  is  so  easy  now  for  a 
teacher  to  go  out  when  she  has  had  twelve  weeks  and  get  a  job.  We  had 
170  to  go  out  when  they  had  had  less  than  one  year.  They  could  get  a  job. 
We  will  have  to  get  our  standards  up  and  our  salaries  up  before  we  can 
ever  get  them  and  hold  them.  We  are  trying  to  toll  the  teachers  in  by  cheap 
education  and  cheap  salaries  when  they  get  out.  We  have  got  to  get  not  only 
numbers  but  quality.  I  would  not  make  much  of  a  stir  to  get  those  3,800 
teachers  in  North  Carolina  into  our  public  schools  if  I  knew  you  were  going 
to  take  them  from  the  lowest  ranges  of  ability.  We  have  got  to  do  something  j^ 
to  get  those  bright  folks  into  Education. 

Dr.  J.  H.  Cook:  Not  only  the  training  of  teachers  but  also  the  type  of  . 
person  that  you  are  likely  to  draw  into  the  teaching  profession  should  be  | 
considered.      As  our  source   of  supply  for  teachers,   I   would   like   to   point 


Part  II  149 

out  that  which  I  think  is  worthy  of  the  Commission's  consideration,  which 
is  how  to  keep  the  best  sort  of  persons  in  the  teaching  profession  after  they 
once  get  there.  Why  train  when  so  many  of  the  finest  leave  the  profession? 
In  about  three  years,  one-half  .of  our  young  women  leave  the  work  to  get 
married.  This  type  of  young  woman  makes  the  very  best  teacher.  Any 
woman  after  having  reared  children  of  her  own  would  be  better  suited 
to  train  children  in  the  school  room.  I  believe  our  girls  ought  to  be  en- 
couraged to  get  married  and  then  to  go  on  in  the  profession.  One  of  the 
reasons  that  people  leave  the  profession,  and  that  so  many  young  men  are 
leaving,  is  because  they  cannot  see  any  future  to  the  profession.  There  was 
some  objection  brought  out  to  an  institution  such  as  ours  training  people 
for  two  years.  Some  things  were  lost  sight  of  there.  In  the  first  place  this 
is  true:  Just  as  soon  as  we  start  a  two-year  institution,  it  has  a  very 
worthy  ambition  to  start  a  four  year  college.  The  kind  of  people  that  are 
likely  to  go  to  college  are  the  kind  likely  to  go  to  normal  school.  I  yield 
to  none  in  advocating  specific  training.  In  the  second  place  we  must  keep 
the  right  sort  of  people  in  the  profession.  There  ought  to  be  greater  en- 
couragement for  those  who  have  been  a  long  time  in  the  service  and  shown 
themselves  successful.  The  State  Department  of  Public  Instruction  has  blazed 
the  way.  I  think  we  should  place  greater  emphasis  upon  what  we  call  an 
A  Certificate.  One  of  the  things  I  would  like  to  bring  before  you  for  con- 
sideration is  to  make  it  worth  while  to  have  that  extra  year  after  they  have 
gone  into  service  so  it  will  lead  to  something  after  they  are  in  the  service. 

Mr.  Carr:  Dr.  Cook,  what  do  you  think  of  the  efficiency  and  importance 
of  the  summer  school,  as  a  rule? 

Dr.  Cook:  I  personally  believe  in  the  summer  school.  I  do  not  see  why 
the  summer  session  cannot  well  be  a  quarter  of  the  regular  year's  work.  I 
think  it  is  too  bad  for  us  to  use  our  institutions  only  nine  months  during 
the  year.  We  are  trying  hard  to  'make  it  so  the  people  who  cannot  come 
during  the  regular  session  can  take  advantage  of  the  summer  sessions.  I 
think  it  is  too  bad  that  our  graduates  cannot  go  out  and  help  the  one  and 
two  teacher  schools,  but  most  of  our  girls  are  folks  who  are  earning  their 
way  through  colleges  and  cannot  pay  for  their  education  by  going  to  a  six 
months  school.  More  of  our  better  trained  teachers  will  go  into  the  rural 
schools  when  it  is  possible  for  them  to  go  there  and  pay  for  their  education. 
Then  there  are  reasons  other  than  financial  why  girls  prefer  to  go  to  cities 
rather  than  to  the  rural  districts.  There  is  the  social  reason — lack  of  any 
kind  of  amusement — unsatisfactory  conditions  of  living,  etc.  I  really  believe 
that  the  rural  question  demands  that  the  rural  teachers  be  given  a  bonus, 
and  I  believe  they  deserve  it.  Rural  girls  do  not  want  to  go  back  to 
rural  districts.  Education  of  the  county  superintendents  and  committeemen 
would  help  a  lot  in  the  attitude  taken  toward  teachers'  amusements. 

Mr.  Andrews:  The  relationship  of  the  rural  school  to  Teacher 
Training:  My  observation  is  that  frequently  a  teacher  is  made  by  the  first 
teacher  she  has.  If  she  has  her  start  in  a  small  rural  school  with  poor 
teachers,  then  that  is  the  kind  of  teacher  she  will  make. 

Dr.  Cook:  I  think  you  are  relatively  right,  Mr.  Andrews,  but  yet  we 
sometimes  forget  to  take  into  account  what  a  person  originally  has.  Some- 
times the  best  teachers  we  get  are  the  persons  who  come  from  the  rural  dis- 


150  Report  of  Educational  Commission 

tricts.  Mr.  Allen  is  everlastingly  right  in  wanting  an  eight-months  school 
and  girls  do  better  who  come  from  better  schools.  We  will  have  to  lift  the 
bottom  up. 

Mr.  Andrews:  To  what  extent  are  the  colleges  trying  to  do  something 
about  trying  to  stop  a  teacher  before  she  goes  into  the  profession  when  she 
is  not  suited  to  the  work? 

Mr.  Wright:  The  pupil  must  pass  on  the  practice  teaching.  That  is  an 
absolute  requirement  and  if  the  pupil  does  not  do  that  she  is  not  graduated 
and  not  recommended  as  a  teacher.  Furthermore  we  pass  on  the  fitness  of 
a  given  applicant  for  our  diploma  based  on  that  indefinable  something  that 
we  would  call  spirit.  In  other  words  her  general  attitude  throughout  the 
college  career.  Hero  is  a  girl  who  would  unquestionably  not  make  a 
teacher  she  is  advised  to  leave  school. 

Mr.  Andrews:     Are  you  limited  for  lack  of  funds  or  scientific  knowledge? 

Mr.  Wright:  I  do  not  know  of  anything  that  the  Commission  could 
do  to  help  that  situation. 

Mr.  Carr:  Isn't  it  a  fact  that  the  only  remedy  is  better  preparation  from 
the  first  grade  and  then  the  elimination  by  the  proper  tests  when  they  have 
come  to  the  point  of  deciding  whether  they  are  going  to  teach  or  not? 

Mr.  Wright:  I  would  like  to  give  a  partial  answer  to  that  question.  I 
am  in  favor  of  mental  tests,  but  school  teaching  has  something  else  in  it 
besides  mentality.  It  is  the  spirit  of  the  thing.  You  cannot  test  this  ability 
by  any  set  of  questions. 

Mr.  Carr:  Suppose  a  pupil  comes  to  your  school;  you  have  no  means  by 
which  you  can  ascertain  whether  that  pupil  is  going  to  make  a  teacher;  you 
enter  her  and  begin  your  training  which  looks  to  a  two  year's  course;  during 
that  two  years  she  completes  the  mental  requirements  so  far  as  her  studies 
are  concerned;  you  put  her  in  the  practice  school  and  you  find  out  from  the 
various  trials  there  as  to  what  her  mental'  capacity,  her  spirit,  and  her  incli- 
nations are.  Is  it  not  true  that  the  large  majority  of  girls  who  do  stand  well 
in  their  classes  go  out  and  do  well  in  their  schools?  The  greater  the  mentality 
the  better  your  prospects. 

Mr.  Wright:  Teacher  Training  is  just  as  much  a  profession  as'  training 
for  any  other  profession.  In  teaching  Literature,  History  or  anything  else 
to  a  group  of  folks  who  do  not  know  what  they  are  going  to  do,  you  simply 
teach  Literature  to  a  group  that  do  not  know  what  they  are  going  to  do; 
in  teaching  Literature  to  a  group  who  are  going  to  be  teachers,  you  teach 
Literature  plus. 

Mr.  Leon  R.  Meadows:  Carrying  on  the  idea  that  Mr.  Andrews  suggested 
with  reference  to  checking  up  teachers  let  me  say  that  in  addition  to  the  fact 
that  we  require  all  of  our  students  to  pass  practice  teaching,  we  have  a  com- 
mittee to  report  on  students  three  months  before  graduation.  That  commit- 
tee reports  on  the  general  demeanor,  the  attitude  and  the  spirit  of  the  pros- 
pective teacher.  The  committee  consists  of  three  members  of  our  faculty, 
and,  if  any  member  of  our  faculty  feels  that  any  member  of  our  graduating 
class  is  not  fit  for  graduation,  this  is  immediately  taken  up  by  the  other  mem- 
bers of  the  committee,  and,  it  they  all  agree  on  the  matter,  the  pupil  is  not 
allowed  to  graduate. 


Part  II  151 

I  was  interested  in  what  Dr.  Cook  said  a  few  minutes  ago  about  the 
early  training  of  the  teachers.  I  agree  with  him  that  the  mother  is  an 
excellent  teacher.  I  do  not  believe  it  is  feasible.  Most  mothers  have  their 
hands  full  in  their  own  homes.-  I  am  inclined  to  think  that  these  teachers 
who  leave  the  teaching  profession  are  doing  just  as  much  good.  If  they  go 
into  their  homes  and  train  the  children  until  they  are  ready  to  enter  school. 
I  think  they  are  doing  just  as  much  good  as  they  might  be  doing,  if  they 
went  back  into  the  schools. 

There  are  several  objections  in  my  mind  to  the  Junior  College  idea. 
The  amount  of  teacher  training  would  be  so  very  limited  that  the  teachers 
going  out  from  these  institutions  would  not  compete  very  well  with  the 
teachers  from  other  institutions. 

The  spirit  of  the  teacher  would  be  spoiled  in  an  institution  of  that  sort. 
The  teachers  from  this  Junior  College  would  be  laughed  at  by  the  others. 
I  believe  that  the  Junior  College  idea  cannot  hold  at  all. 

I  believe  that  first  of  all  we  need  to  increase  the  present  facilities  for 
teacher  training  in  our  institutions,  and,  when  that  has  been  done,"  if  we 
have  any  money  left,  build  one,  two  or  three  more. 

Mr.  Hunter:  I  think  Mr.  Andrews  has  raised  a  very  practical  question 
as  to  whether  or  not  we  shall  try  to  solve  our  problems  by  starting  a  number 
of  little  institutions  for  the  present  emergency  or  take  some  other  line. 
Personally  I  think  the  effort  to  solve  the  problem  of  teacher  training  by  the 
extension  of  the  high  school  as  we  have  in  the  thirteen  counties  in  North 
Carolina  is  purely  a  temporary  expedient.  I  do  not  believe  we  can  ever 
train  good  teachers  by  permitting  the  high  schools  to  train  the  teachers. 
The  little  high  school  effort  is  not  as  bad  as  it  might  be,  but  there  is  not 
very  much  to  it. 

Should  North  Carolina  build  at  once  or  in  the  very  near  future  a  large 
number  of  normal  schools?  From  the  figures  given  last  night,  I  think  to 
the  average  citizen  the  first  reaction  would  be  to  build  normal  schools  at 
once  and  give  North  Carolina  the  number  of  well  trained  teachers  she  needs. 
I  am  not  sure  that  that  would  solve  the  problem  for  several  reasons:  In 
the  first  place  I  am  absolutely  in  favor  of  the  development  of  the  institutions 
we  now  have,  but  they  cannot  ultimately  take  care  of  the  need  in  North 
Carolina.  Personally  I  do  not  believe  North  Carolina  ought  to  build  as  a 
permanent  part  of  its  educational  system  two  year  normal  schools.  I  am 
not  against  the  two  year  normal  school  for  the  work  it  is  doing  now,  but 
I  hope  we  are  going  to  set  our  standards  beyond  that.  The  present  tendency 
in  the  United  States  is  to  build  to  the  four-year  college.  In  solving  the 
present  emergency,  we  do  not  want  to  launch  upon  a  problem  that  would 
later  be  a  handicap  to  us.  Suppose  we  should  build  five  or  eight  more  normal 
schools  and  in  ten  years  from  now  we  are  the  only  State  that  had  the  two- 
year  normal  school.  We  do  not  want  to  multiply  them  too  fast  for  the  two 
year  normal  schools  are  fast  being  made  into  four  year  colleges.  Frankly, 
the  two-year  normal  school  lacks  a  breadth  in  its  total  educational  offering 
that  a  school  ought  to  have  to  train  teachers.  Necessarily  the  four-year  col- 
lege is  so  much  the  right  experience. 

If  we  should  face  merely  the  present  situation  and  realize  that  we  are 
after  folks,  a  larger  salary  and  more  normal  schools     would  come  as  near 


152  Report  of  Educational  Commission 

solving  the  present  situation  as  anything  I  know  of.  Do  not  overdo  it. 
I  have  the  notion  that  as  we  train  more  teachers,  the  figures  that  Dr.  Noble 
gave  would  be  somewhat  altered.  You  would  find  more  teachers'  staying  in 
the  profession  by  better  training. 

Mr.  Andrews:  What  should  the  high  schools  do,  if  anything,  toward  voca- 
tional guidance,  so  that,  when  students  go  to  higher  institutions,  they  will 
know  something  of  what  they  wish  to  study? 

Mr.  Wright:  As  we  get  better  trained  teachers  in  the  high  schools,  there 
will  be  an  ever  decreasing  number  of  people  who  are  recommended  for  teacher 
training  institutions  who  are  not  good  timber. 

Mr.  Henderson:  If  the  Commission  does  recommend  the  location  of  a 
new  normal  school  or  teachers  college  I  think  it  would  be  well  to  recommend 
that  it  be  located  in  a  city  where  the  city  school  can  be  opened  for  practice 
teaching,  so  as  to  guarantee  adequate  practice  teaching  for  the  teachers.  You 
have  to  take  care  of  the  child.  He  has  to  come  first.  You  also  have  to  take 
care  of  the  practice  teacher.  I  believe  that  teacher  training  in  North  Caro- 
lina will  advance  further  in  less  time,  if  every  teacher  training  institution 
is  organized  under  one  board. 

Dr.  Noble:  Are  practice  schools  as  efficient  in  the  summer  as  in  the  regular 
session? 

Mr.  Henderson:  No.  You  do  not  have  as  many  pupils'  in  the  practice 
school  per  practice  teacher  in  the  summer  as  in  the  winter.  Then,  too,  the 
students  you  get  in  a  practice  school  in  summer  are  not  desirable  as  a  rule 
as  those  you  get  in  the  regular  session — some  of  them  are  making  up  work. 

Mr.  Bird:  The  matter  of  taking  care  of  the  fellow  who  is  just  entering 
into  the  teaching  profession  in  a  way  so  that  he  wants  to  go  on  and  take 
more  teacher  training  is  one  of  our  problems.  It  seems  to  me  that  we  have 
got  to  get  our  people  to  the  point  where  they  want  to  get  more  normal  train- 
ing, and  it  seems  to  me  that  we  have  found  in  our  discussions  here  that 
there  is  not  much  of  a  tendency  on  the  part  of  our  prospective  teachers  to 
go  on  with  their  training,  especially  for  the  elementary  grades.  It  seems 
to  me  that  perhaps  the  fault  is  in  the  salary  schedule.  I  think  the  salary 
schedule  should  offer  more  of  an  inducement  to  the  teacher  to  go  ahead  with 
his  training. 


SECTION  II 

TEACHER  TRAINING  IN  NORTH   CAROLINA 

Report  Submitted  to  the  State  Educational  Commission 

by  Makcus  Ciceeo  Stephens   Noble,   Jr. 

3  January,  1927 

To  the  State  Educational  Commission: 

I  herewith  present  the  study  made  by  me  at  your  request  of  teacher 
training  conditions  in  North  Carolina.  This  report  seeks  to  determine  what 
North  Carolina  is  attempting  and  achieving  in  the  field  of  teacher  training 
and  to  lay  down  on  the  basis  of  data  obtained  recommendations  as  to  what 
North  Carolina  should  do  in  order  to  fulfill  her  teacher  training  responsi- 
bilities. 

The  conclusions  and  recommendations  advanced  in  this  report  have  been 
advanced  in  the  name  of  the  State  Educational  Commission.  This  liberty 
was  taken  with  the  full  knowledge  that  such  conclusions  and  recommenda- 
tions would  be  subject  to  discussion,  and  modification,  if  deemed  necessary, 
by  tbe  Commission. 

Respectfully  submitted, 

Marcus  Cicero  Stephens  Noble,  Jr. 

JNTKODTTCTION 
A.     Purpose 

The  Division  of  Information  and  Statistics  of  the  State  Department  of 
Public  Instruction  working  at  the  suggestion  of  Hon.  A.  T.  Allen,  State 
Superintendent  of  Public  Instruction,  and  in  cooperation  with  the  State 
Educational  Commission  appointed  by  Governor  McLean,  has — since  July 
1926 — been  seeking  to  determine:  (a)  What  North  Carolina  is  attempting 
and  achieving  in  the  field  of  teacher  training;  and  (b)  What  North  Carolina 
should  do  in  order  to  fulfill  its  teacher  training  responsibilities. 

This  study  has  had  the  double  purpose  of  collecting  valuable  information 
and  of  deducing  therefrom  constructive  recommendations.  It  was  inaugu- 
rated in  the  spirit  of  pure  research.  No  attempt  was  made  to  prove  any- 
thing, yet  it  is  sincerely  hoped  that  the  data  presented  will  be  serviceable 
to  the  State  in  the  progressive  development  of  its  teacher-training  program. 

In  nature  this  study  will  deal  with  the  quantitative  rather  than  the 
qualitative  aspects  of  teacher  training.  The  more  highly  theoretical  and 
professional  questions  will  be  left  to  members  of  the  teacher  training 
profession. 

B.     The   Importance  of   Teacher   Training 

No  study  of  teacher-training  conditions  in  North  Carolina  could  be  com- 
plete without  due  mention  of  the  importance  of  an  adequate  supply  of  well 
trained  teachers.  If  the  reader  keeps  well  in  mind  the  State's  responsibility 
to   its    citizenry   for   teacher   training,    this    report    will    undoubtedly    be    of 


154  Report  of  Educational  Commission 

greater  interest.  Let  us,  therefore,  inquire  into  the  social  necessity  for  an 
adequate  supply  of  well  trained  teachers. 

A  fundamental  ideal  of  Democracy,  as  conceived  of  in  the  United  States 
of  America,  postulates  an  equal  opportunity  for  every  child  to  develop  fully 
his  God-given  abilities.  The  maximum  realization  by  the  child  of  such  an 
opportunity  depends  most  upon  the  efficiency  of  his  teachers.  The  teacher, 
acting  as  a  most  powerful  environmental  influence,  has  the  privilege  of 
directing  the  child's  ideas,  of  awakening  his  interests  and  of  preparing  him 
for  that  degree  of  social  participation  which  makes  for  the  best  in  citizenship. 

The  rapidity  of  the  child's  transition  from  dependence  to  independence 
inevitably  depends  upon  the  efficiency  of  the  teacher:  human  economy, 
therefore,  demands  a  well  trained  teacher.  Until  a  state  can  place  an  ade- 
quately trained  teacher  in  every  classroom  within  its  borders,  it  has  not 
measured  up  to  this  ideal  of  Democracy. 

North  Carolina  has  known  a  time  when  it  was  generally  believed  that 
any  one  who  had  mastered  some  field — or  more  often  "fields"  of  subject 
matter  was  sufficiently  prepared  to  teach  effectively  in  her  public  schools. 
Then  the  belief  prevailed  that  it  was  enough  to  teach  straight-cut  subject 
matter  to  the  child,  and  that  the  child's  powers  were  such  as  to  enable 
him  to  apperceive  and  individualize  of  his  own  initiative  values  and 
usages  inherent  in  the  subject  matter.  Then  it  was  that  teachers  taught 
'subject  matter' — not  'children.'  Then  it  was  that  the  citizenry  was  inclined 
to  accept  the  point  of  view  that  the  mere  knowledge  of  subject  matter 
carried  with  it  the  ability  to  teach  pupils. 

That  day  fortunately  is  passe  and  North  Carolina's  citizenry  now  stands 
convinced  that  a  mere  knowledge  of  subject  matter  alone  does  not  neces- 
sarily carry  with  it  the  ability  to  teach.  School  teaching  undoubtedly  re- 
quires skilled  ability;  and  skilled  ability  is  found  where  there  has  been 
scientifically  arranged  training.  Modern  developments  in  the  field  of 
education — statistical  studies,  standardized  tests,  surveys,  and  most  im- 
portant of  all,  classroom  experience — have  served  to  demonstrate  that  teach- 
ing, when  properly  achieved,  is  decidedly  a  professional  activity,  and  as 
such — just  as  in  the  case  of  any  profession — demands  a  prolonged  period  ol 
intelligently  planned  preparation. 

North  Carolina's  recognition  of  the  importance  of  teacher  training  is 
evidenced  by  many  facts.  It  is  significant  to  note:  that  thirteen  high  schools 
in  North  Carolina  have  teacher-training  departments;  that  Schools  of  Edu- 
cation are  maintained  at  N.  C.  C.  W.  and  at  the  University;  that  the  State 
owns  three  standard  normal  schools  for  the  training  of  white  teachers,* 
and  four  standard  normal  schools  for  the  training  of  negro  teachers;  that 
there  are  twenty-six  rural  school  supervisors;  that  among  the  denomina- 
tional and  private  institutions  of  higher  learning  for  both  races  there  are 
more  than  twenty-five  institutions  which  include  education  courses  in  their 
curricula,  and  that  three  divisions  of  the  State  Department  of  Public  In- 
struction carry  on  activities  devoted  exclusively  to  the  improvement  ol 
instruction  within  the  public  schools. 

*One  institution  for  white  teachers,  East  Carolina  Teachers  College,  is  listed  both  as  a 
Standard  Normal   School  and  as  a  Teachers   College. 


Part  II  155 

C.     The  History  of  Teacher  Training  in  North  Carolina 

The  State  of  North  Carolina  has  employed  many  devices  for  creating 
and  maintaining  a  sufficiently  large  supply  of  well  trained  teachers  for  its 
public  schools.  The  selection  of  these  devices  has  been  characterized  by  a 
natural  evolution  controlled  by  the  factor  of  sheer  necessity.  The  first 
qualitative  device  to  be  employed  was  certification  through  examinations. 
-The  second  qualitative  device  was  the  reading  circle.  These  circles  were 
given  over  to  the  study  of  professional  books.  In  1923-24  the  State  Superin- 
tendent of  Public  Instruction  wrote,  "The  Superintendent  and  principals 
over  the  State  entered  into  this  scheme  with  great  enthusiasm.  Fifteen 
thousand  teachers  annually  studied  some  strong  new  book  and  passed  a 
successful  examination  on  it.  At  first  the  Department  gave  certificate 
credit  for  this  work.  When  the  summer  school  program  was  well  launched, 
it  was  considered  unwise  to  give  further  promotion  credit  for  this  work. 
Notwithstanding  the  withdrawal  of  credit  for  this  work,  more  than  eight 
thousand  teachers  last  year,  under  the  direction  of  their  superintendent, 
completed  an  up-to-date  strong  book."* 

In  1919  the  teachers  institute  gave  way  to  county  summer  schools. 
Through  the  county  summer  schools  the  teachers  throughout  the  State  had 
an  opportunity  to  study  under  competent  and  skillful  instructors.  The 
summer  schools  were  within  easy  reach  of  every  teacher  within  the  State. 
These  summer  schools  were  largely  attended  and  enthusiastically  supported 
by  the  teachers  and  superintendents.  The  scarcity  of  teachers  made  en- 
trance requirements  for  these  summer  schools  an  impossibility.  "As  the 
high  schools  increased  in  number,"  wrote  the  State  Superintendent  in 
1923-24,**  "It  has  been  possible  to  set  up  certain  scholastic  attainments 
for  entrance.  At  first  we  set  up  two  years  of  high  school  work,  then  three, 
and  we  feel  justified  in  1925  in  requiring  high  school  graduates  for  en- 
trance to  these  schools.  Since  the  high  schools  for  white  people  are  now 
turning  out  8,025  graduates  a  year  and  the  colored  schools  approximately 
800,  it  is  felt  that  no  new  teacher  should  be  allowed  to  begin  work  unless 
she  is  at  least  a  high  school  graduate.  It  will  be  necessary  to  conduct 
these  schools  for  a  few  more  years  to  come  for  the  2,200  nonstandard 
white  teachers  and  the  2,400  nonstandard  colored  teachers,  and  until  our 
teacher  training  facilities  can  turn  out  more  adequately  trained  teachers 
to  take  their  places."  It  is  interesting  to  note  that  during  the  past  sum- 
mer (1926)  no  county  summer  schools  for  white  teachers  were  held,  and 
it  is  hoped  that  in  a  few  years  it  will  be  possible  to  discontinue  county 
summer  schools  for  negro  teachers. 

The  increasing  number  of  high  school  graduates  has  now  reached  the 
point  at  which  it  is  possible  for  the  State  to  say  that  no  one  hereafter 
shall  begin  teaching  before  high  school  graduation.  The  fact  that  every 
beginning  teacher  in  the  future  will  be  a  high  school  graduate,  or  will  have 
at  least  training  equivalent  to  high  school  graduation,  has  caused  the  county 
summer  schools  to  be  replaced  by  institutional  summer  schools. 

*  Biennial  report  of  the  Superintendent  of  Public  Instruction  of  North  Carolina  for  the 
scholastic   year    1922-1923    and   for    1923-1924.      Chap.    9,    p.    44. 

**  Biennial  report  of  the  Superintendent  of  Public  Instruction  of  North  Carolina  for  the 
scholastic   year    1922-1923    and   for    1923-1924.      Chap.    9,    p.    44. 


156  Repokt   of  Educational   Commission 

"The  differentiating  idea  between  the  county  summer  school  and  summer 
school  conducted  in  connection  with  an  institution  of  higher  learning  has 
been  from  the  inception  of  the  summer  school  program,  that  the  institu- 
tional schools  would  give  instruction  on  a  higher  scholastic  level  for 
teachers  holding  standard  certificates,  while  the  county  summer  schools 
were  working  on  the  lower  levels  to  meet  the  needs  of  teachers  at  the  bottom 
of  the  profession.  Under  the  changed  high  school  conditions,  all  new 
teachers  coming  into  the  profession  can  meet  the  college  entrance  re- 
quirements and  should,  therefore,  receive  their  instruction  in  institutions 
of  higher  learning  rather  than  in  the  county  summer  schools.  If  the  insti- 
tutions render  this  service,  it  will  be  necessary  for  them  to  extend  their 
facilities  even  further.  In  this  way  teachers  can  build  up,  even  while  in 
service,  credit  towards  college  graduation." 

To  summarize  then  as  to  type  of  institution  which  is  now  carrying  on 
accredited  teacher-training  activities  it  may  be  said:  (a)  that  such  teacher- 
training  as  is  provided  for  white  teachers  is  given  almost  entirely  at 
institutions  of  higher  learning — either  during  the  regular  sessions  or  at 
summer  schools — and  (b)  that  teacher-training  for  negroes  is  given  at 
institutions  of  higher  learning  for  negroes — either  during  the  regular  ses- 
sions or  summer  sessions — and  at  county  summer  schools.  Although  North 
Carolina  has  teacher  training  departments,  as  has  already  been  stated,  in  some 
of  the  public  high  schools  which  at  the  present  time  have  an  output  of  200 
teachers  per  year;  this  output  will  not  be  considered  in  this  report.  The  Com- 
mission regards  teacher-training  classes  in  the  high  schools  merely  as  a  tem- 
porary and  unsatisfactory  arrangement.  The  sooner  the  State  develops  an  out- 
put which  will  make  for  the  discontinuation  of  teacher-training  classes  in  the 
high  schools  the  better.  A  'one  man'  or  a  'one  woman'  normal  school 
faculty  can  never  produce  teachers  possessing  the  highest  type  of  training. 
The  persons  connected  with  the  work  at  the  present  time  are  making  an 
earnest  and  faithful  attempt  to  serve  the  public  school  system  within  the 
State.  The  arrangement,  however,  while  it  must  be  carried  on  for  the 
present,  should  never  be  permanently  endorsed. 

The  interest  of  this  State  in  teacher  training  has  hinged  around  the 
sound  notion,  generally  accepted,  that  the  central  problem  of  education 
is  to  get  and  to  keep  real  teachers.  The  population  of  our  State  both  urban 
and  rural  is  just  now  so  vitally  interested  in  this  problem  that  it  is  asking 
in  the  main  two  very  pertinent  questions:  (1)  How  effective,  both  quan- 
titatively and  qualitatively,  is  our  teacher  training  machinery?  and  (2) 
In  order  to  secure  the  greatest  benefits  in  the  future,  what  must  be  done 
for  North  Carolina  to  meet  adequately  its  teacher  training  obligations? 
In  other  words,  where  do  we  now  stand  and  what  must  we  do  in  respect 
to  teacher  training? 

D.    Acknowledgment 

The  Commission  in  making  this  report  wishes  to  express  a  special  in- 
debtedness to  the  county  and  city  superintendents  of  schools  within  the 
State,  to  the  institutions  of  higher  learning  within  the  State,  to  the  heads 
of  State  department  and  of  higher  institutions  of  learning  in  other  States,  and 
to  prominent  educators  from  this  and  other  states  who  have  cooperated 
so  splendidly  with  the  writer  of  this  report. 


Part  II  157 

To  the  State  Department  of  Public  Instruction  at  Raleigh  the  Commission 
wishes  to  express  its  thanks  and  appreciation  for  the  abundant  amount  of 
data  pertaining  to  teacher  training  in  North  Carolina  which  was  either  on 
file  at  the  Department  or  in  a  state  of  preparation  when  the  preparation 
of  this  report  was  begun.  The  Commission  feels  that  the  State  Department 
is  to  be  heartily  congratulated  upon  its  splendid  effort  to  collect  the  more 
pertinent  facts  pertaining  to  public  education  in  North  Carolina  for  the 
practical  way  in  which  these  facts  are  arranged,  and,  above  all,  for  the 
.commendable  professional  spirit  which  permeates  the  whole  Department. 
Many  of  the  tables  found  in  Chapters  I  and  II  were  prepared  not  by  this 
Commission,  but  by  the  statistical  workers  at  the  State  Department  of 
Public  Instruction.  As  a  result  of  their  untiring  efforts  a  great  body  of  in- 
dispensable information  has  been  collected  and  the  Commission  hereby 
acknowledges  its  indebtedness. 

Undoubtedly  the  greatest  help  in  the  preparation  of  this  report  was  ren- 
dered by  Hon.  A.  T.  Allen,  State  Superintendent  of  Public  Instruction. 
His  grasp  of  scientific  methods  in  the  field  of  public  education,  his  wide 
acquaintance  with  conditions  and  trends  pertaining  to  educational  endeavor  in 
other  states,  and  his  great  zeal  for  the  advancement  of  education  in  North 
Carolina  were  of  greatest  value  to  the  Educational  Commission  in  its  study 
of  teacher-training  in  North  Carolina.  His  willingness  to  cooperate  with 
the  Commission  in  the  preparation  of  this  report  was  of  inestimable  value. 


CHAPTER  I 

THE  NUMBER  OF  PUBLIC  SCHOOL  TEACHERS  IN  NORTH  CAROLINA 

Preface 

A  mere  glance  at  the  data  which  show  the  actual  number  of  teachers 
employed  by  the  State  of  North  Carolina  reveals  a  story  of  steady  growth. 
In  fact  the  number  of  teachers  employed  during  the  school  year  ending  1925 
is  approximately  two  and  one  fifth  times  the  number  employed  during  the 
school  year  ending  1900.  It  will  be  remembered,  however,  that  the  school 
population  has  increased  yearly:  hence,  naturally  with  each  succeeding  year 
more  teachers  are  needed.  In  Chapter  I,  such — solely  quantitative — questions 
as  the  following  will  be  asked: 

1.  On  the  basis  of  the  actual  number  of  teachers  employed  during  the 
period  1900-1925,  how  many  teachers  are  likely  to  be  employed  by  the 
State  during  the  period  1926-1950? 

2.  On  the  basis  of  school  attendance,  has  there  been  a  teacher  shortage 
during  the  years  1900-1925? 

3.  On  the  basis  of  school  attendance  during  the  period  1900-1925,  how 
many  teachers  will  be  needed  during  the  years  1926-1950? 

The  predictions  mentioned  in  questions  (1)  and  (3)  just  above  are  pro- 
jected over  the  twenty-five-year  period  1926-1950  because  it  is  believed  that 
in  the  making  of  recommendations  for  a  teacher-training  program  quantita- 
tive information  of  an  anticipatory  sort  is  indispensable.  Just  as  a  large 
company — say  the  American  Telephone  and  Telegraph  Company — lays  down 
in  detail  a  building,  an  organization,  and  an  expenditure  program  for  the 
future,  so  also  must  this  State  conceive  of  and  plan  for  a  teacher  training 
program  sufficiently  unified  to  meet  its  future  needs. 

In  laying  down  estimates  as  to  the  number  of  teachers  needed  in  the  fu- 
ture, it  is,  of  course,  to  be  admitted  that  such  estimates  as  are  advanced 
are  liable  to  be  offset  by  unforeseen  social  forces.  The  estimates  included 
are  minimum  estimates. 

TABLE  I 

Question:  How  many  public  school  teachers  were  employed  by  the  State  of 
North  Carolina  during  the  period  1900-1925? 

A  mere  glance  at  the  data  given  in  Table  I  shows  the  steady  growth  in  the 
number  of  public  school  teachers  employed  in  North  Carolina  during  the 
period  1900-1925.  In  fact  the  number  of  teachers  employed  during  the 
school  year  ending  1925  is  almost  two  and  one  fifth  times  the  number  em- 
ployed during  the  school  year  ending  1900.  It  will  be  remembered  that 
the  school  population  has  increased  yearly;  hence,  naturally  with  each 
succeeding  year  more  teachers  are  needed.  If  North  Carolina  employs  a 
larger  number  of  teachers  with  each  succeeding  year,  naturally  a  large  num- 
ber of  teachers  must  be  trained  every  year. 

(Explanation  of  Table  I: — Table  I  is  to  be  read  in  the  following  manner: 
In  the  year  1900  there  were  5,390  white  teachers  teaching  in  rural  schools 
and  363  white  teachers  teaching  in  city  schools.  In  all  there  were  5,753 
white  teachers  (elementary  and  high  school  teachers  inclusive)  teaching  in 
the  public  schools  for  white  children  in  North  Carolina.) 


Part  II 


159 


TABLE  I— NUMBER  OF  PUBLIC  SCHOOL  TEACHERS  1900-1925 

White 

Negro 

Grand 
Total 

Per  Cent 

lear 

* 

Increase 

Rural 

City 

Total' 

Rural 

City 

Total 

1870 

1,100 
4,200 

1,100 
4,218 

490 
2,100 

490 
2,117 

1,590 
6,335 

1880 

18 

17 

298.00 

1S90 

4,541 

125 

4,665 

2,225 

70 

2,295 

6,690 

9.86 

1900 

5,390 

363 

5,753 

2,400 

167 

2,567 

8,320 

19.54 

1901. 

5,570 

480 

6,050 

2,401 

212 

2,613 

8,663 

4.00 

1902 

5,750 

492 

6,242 

2,405 

220 

2,625 

8,867 

2.35 

1903 

5,920 

510 

6,430 

2,407 

225 

2,632 

9,062 

2.19 

1904 

6,K0 

690 

6,820 

2,409 

250 

2,659 

9,479 

13.93 

1905 

6,260 

745 

7,005 

2,413 

269 

2,682 

9,687 

2.19 

1906 

6,316 

870 

7,186 

2,367 

318 

2,685 

9,871 

1.91 

1907 

6,477 

961 

7,438 

2,373 

335 

2,708 

10, 146 

2.78 

1908 

6,650 

1,125 

7,775 

2,402 

373 

2,775 

10,550 

2.99 

1909 

6,926 

1,203 

8,129 

2,444 

384 

2,828 

10,957 

3.75 

1910 

7,113 

1,309 

8,422 

2,400 

394 

2,794 

11,216 

2.35 

1911 

7,324 

1,395 

8,719 

2,455 

422 

2,877 

11,596 

3.38 

1912 

7,556 

1,461 

9,017 

2,468 

430 

2,898 

11,915 

2.75 

1913 

7,782 

1,596 

9,378 

2,533 

483 

3,016 

12,394 

4.10 

1914 

8,344 

1,738 

10,082 

2,650 

523 

3,173 

13,255 

6.14 

1915 

8,715 

1,869 

10,584 

2,732 

559 

3,291 

13,875 

4.68 

1916 

9,146 

1,949 

11,095 

2,869 

586 

3,455 

14,550 

4.86 

1917 

9,415 

2,112 

11,527 

2,898 

621 

3,519 

15,046 

3.41 

1918 

9,520 

2,210 

11,730 

2,897 

614 

3,511 

15,241 

1.22 

1919 

9,368 

2,313 

11,681 

2,748 

640 

3,388 

15,069 

1.12 

1920 

10,144 

2,826 

12,970 

3,121 

763 

3,884 

16,854 

11.84 

1921 

11,056 

3,109 

14,165 

3,403 

793 

4,196 

18,361 

8.93 

1922 

11,676 

3,522 

15,198 

3,663 

932 

4,595 

19,793 

7.79 

1923. 

11,892 

3,773 

15,665 

3,820 

1,051 

4,871 

20,536 

3.75 

1924 

12,323 

4,059 

16,382 

3,942 

1,178 

5,120 

21,502 

4.70 

1925 

12,753 

4,195 

16,948 

4,072 

1,237 

5,309 

22,257 

3.51 

TABLE   II 

Question:  On  the  basis  of  the  actual  number  of  teachers  employed  during 
the  period  1900-1925,  how  many  teachers  are  likely  to  be  employed  by  the 
State  during  the  period  1926-1950? 

Using  the  1900-1925  figures  and  their  annual  per  cent  increases  as  a  rough 
basis  for  prediction,  the  accompanying  table  showing  the  approximate  num- 
ber of  teachers  who  will  be  employed  during  the  period  1926-1950  was  ar- 
ranged. Here  the  predictions,  it  must  be  noted,  are  on  the  basis  of  the  ac- 
tual number  of  teachers  the  public  has  been  willing  to  pay  for  during  the 
period  1900-1925.  The  number  of  teachers  the  public  will  in  all  probability, 
be  willing  to  employ  during  1926-1950  is  one  important  indication  as  to  the  ex- 
tent of  the  teacher-training  facilities  which  must  be  provided. 

It  is  found  by  an  inspection  of  Table  II  that  the  per  cent  of  in- 
crease over  the  total  period  1900-1925  for  urban  teachers,  both  white  and 
colored,  is  greater  than  the  per  cent  of  increase  for  the  number  of  rural 
teachers;  and  that  the  rate  of  increase  for  whites  is  greater  than  the  rate 
of  increase  for  negroes.     It  would  be  most  difficult  at  this  time  to  see  to 


160 


Report  of  Educational  Commission 


what  extent  urbanization  will  take  place  during  the  next  twenty-five  years. 
The  chances  are  that  the  rate  of  urbanization  for  the  next  twenty-five  years 
will  be  as  rapid  as  during  the  past  twenty-five  years  if  not  more  rapid. 

The  figures  included  in  Table  II  are  offered  as  an  answer  to  the  ques- 
tion advanced;  namely,  on  the  basis  of  the  actual  number  of  teachers  em- 
ployed during  the  period  1900-1925 — all  things  being  equal — how  many  teach- 
ers are  likely  to  be  employed  by  the  State  during  the  period  1926-1950? 
Before  accepting  these  figures  it  is  best  to  consider  the  answers  given  to  the 
second  and  third  questions  advanced  and  answered  in  part  in  this  chapter. 

(Explanation  of  Table  II: — Table  II  is  to  be  read  in  the  following  manner: 
In  the  year  1900  there  were  5,390  rural  white  school  teachers  and  363  city 
white  school  teachers,  making  in  all  5,753  white  school  teachers.  In  the 
same  year  there  were  2,400  rural  negro  teachers  and  167  city  negro  teachers, 
making  in  all  2,567  negro  teachers.) 


TABLE  II.— TABLE  SHOWING  THE  NUMBER  OF  TEACHERS  ACTUALLY  EMPLOYED 
DURING  THE  PERIOD  1900-1925,  AND  ESTIMATES  AS  TO  THE  NUMBER  OF  TEACHERS 
WHO  IN  ALL  PROBABILITY  WILL  BE  EMPLOYED  DURING  THE  PERIOD  1926-1950. 


White 

Negro 

Year 

Rural 

City 

Total 

Rural 

City 

Total 

1900 

5,390 

363 

5,753 

2,400 

167 

2,567 

1905 

6,260 

745 

7,005 

2,413 

269 

2,682 

1910 

7,113 

1,309 

8,422 

2,400 

394 

2,794 

1915 

8,715 

1,869 

10,584. 

2,732 

559 

3,291 

1920 

10,144 

2,826 

12,970 

3,121 

763 

3,884 

1925 

12,753 

4,195 

16,948 

4,072 

1,237 

5,309 

Estimates  as  to  Approximate  Number  of  Teachers 


1930 

1935 

14,963 
17,591 
20,588 
23,006 
27,903 

6,053 
8,509 
11.783 
15,466 
21,924 

21,016 
26,100 
32,371 
38,472 
49,827 

4,545 
5,022 
5,546 
6,101 
6,704 

1,613 
2,092 
2,683 
3,402 
4,286 

6,158 
7,114 

1940... 

1945 

8,229 
9,503 

1950 

10,090 

TABLE  III 

Question:  On  the  basis  of  school  attendance,  has  there  been  a  teacher 
shortage  during  the  years  1900-1925? 

The  answer  to  this  question  is  based  on  school  attendance  figures  and  on 
the  number  of  teachers  employed  during  this  period.  School  attendance 
figures  are  used  instead  of  school  enrollment  figures  because  it  is  felt  that 
attendance  figures  are  more  dependable  bases  for  measuring  teacher-load. 
It  is,  of  course,  recognized  that  the  number  of  subjects  or  the  number  of 
grades  of  work  taught  constitute  better  "load  measures"  than  the  number 
of   pupils    per    teacher;    to    collect    such    data   for    this    report    on    a    State- 


Part  II 


161 


wide  basis,  however,  was  an  impossibility  due  both  to  lack  of  time  and  to 
lack  of  data.  This  measure  of  teacher  load  is  included  merely  because  it  is 
probably  one  of  the  best  measures  obtainable  at  this  writing.  It  is  an  ad- 
mittedly insufficient  or  unsatisfactory  measure. 

It  is  interesting  to  note  when  inspecting  Table  III  that  there  were  approx- 
imately two  and  two  fifths  times  as  many  white  children  in  average  daily 
attendance  during  1925  as  there  were  in  1901,  and  that  the  number  of 
colored  children  in  average  daily  attendance  during  the  same  period  in- 
creased from  78,700  to  169,212. 

The  attendance  figures  presented  in  Table  III  are  used  as  a  basis  of 
calculation  for  the  number  of  pupils  per  teacher  as  revealed  in  Table  IV. 

The  number  of  children  to  be  taught  is  one  measure  of  the  number  of 
teachers  who  must  be  employed.  North  Carolina  must  make  sure  that  every 
child  is  taught  by  adequately  prepared  teachers. 

(Explanation  of  Table  III: — Table  III  is  to  be  read  in  the  following 
manner:  In  the  school  year  1900-1901  or  the  school  year  ending  1901  there 
were  166,500  white  children  and  78,700  negro  children  in  average  daily  at- 
tendance in  the  public  schools  of  North  Carolina.  For  this  same  year  there 
was  a  total  of  245,200  school  children  in  average  daily  attendance  in  the 
public  schools  of  North  Carolina.) 

TABLE  III— PUBLIC  SCHOOL  ATTENDANCE  IN  NORTH  CAROLINA  1900-1925 


Year  Ending 

White 

Colored 

1901 

166,500 

78,700 

1902 

174.552 

80,100 

1903 

182.500 

81.500 

1904 

189,000 

82,900 

1905 

190,898 

83,390 

1906 

205,517 

87,529 

1907 

208,157 

88,795 

1908 

220,371 

88,117 

1909 

240,879 

95,000 

1910  " 

235,872 

95,463 

1911 

247,019 

97,412 

1912 

242,798 

89, 748 

1913 

262,868 

103,020 

1914 

288.834 

119,630 

1915 

292,483 

117,657 

1916 

318,917 

127,374 

1917 

309.212 

123, 184 

1918 

299.998 

114.883 

1919 

278,492 

107,181 

1920 

336.661 

136,891 

1921 

356,606 

138,281 

1922 

387,322 

158,928 

1923 

393,991 

161,463 

1924 

406,661 

164,698 

1925 

426,999 

169,212 

Total 


245,200 
354,652 
294,000 
272,900 
280,288 
293,046 
296,952 
308,488 
335,879 
331,335 
344,431 
332,546 
365,888 
408,464 
410,140 
446,191 
432,396 
414,879 
385,673 
473,552 
494,887 
546,250 
555,424 
571,359 
596,211 


162 


Report  of  Educational  Commission 


TABLE  IV 

(Question  continued):  On  the  basis  of  school  attendance  has  there  been 
a  teacher  shortage  during  the  period  1900-1925? 

It  must  be  remembered  when  interpreting  the  figures  in  Table  IV,  that 
(a)  Average  scores  are  not  indicative  of  local  conditions,  and  (b)  that  the 
figures  employed  are  for  both  high  and  elementary  schools.  "When  it  is  said 
that  average  scores  are  not  indicative  of  local  conditions,  especial  reference 
is  made  to  rural  one-teacher  schools.  It  must  be  remembered  that  there  are 
still  over  2,000  rural  one-teacher  schools  in  North  Carolina.  For  the  year 
1924-25  there  were  1,468  one-teacher  schools  for     white  children  and  1,263 

TABLE   IV —NUMBER   OF   PUPILS    PER   TEACHER   IN    NORTH   CAROLINA.    1901-1925 


White 

Negro 

School 

Year 
Ending 

Number  of 
Teachers 

Number  of 

Pupils  in 

Attendance 

Number 

Pupils  per 

Teacher 

Number  of 
Teachers 

Number  of 

Pupils  in 

Attendance 

Number 
Pupils  per 
Teacher 

1901 

6,050 

166,500 

28 

2,613 

78,700 

30 

1902 

6,242 

174,552 

28 

2,625 

80,10X) 

31 

1903 

6,430 

182,500 

28 

2,632 

81,500 

31 

1904 

6,820 

189,600 

28 

2,659 

82,900 

31 

1905 

7,005 

196,898 

28 

2,682 

83,390 

31 

1906 

7,186 

205,517 

29 

2,685 

87,529 

33 

1907 

7,438 

208,157 

28 

2,708 

88,795 

33 

1908 

7,775 

220,371 

28 

2,775 

88,117 

32 

1909 

8,129 

240, 879 

30 

2,828 

95,000 

34 

1910 

8,422 

235,872 

28 

2,794 

95,463 

34 

1911 

8,719 

247,019 

28 

2,877 

97,412 

34 

1912 

9,117 

242,798 

27 

2,898 

89,748 

31 

1913 

9,378 

262,868 

28 

3,016 

103,020 

34 

1914 

10,082 

288,834 

29 

3,173 

119,630 

38 

1915 

10,584 

292,483 

28 

3,291 

117,657 

36 

1916 

11,095 

318,917 

29 

3,455 

127,374 

37 

1917 

11,527 

309,212 

27 

3,519 

123,184 

35 

1918 

11,730 

299,998 

26 

3,511 

114,883 

33 

1919 

11,681 

278,492 

24 

3,388 

107,181 

32 

1920 

12,970 

336,661 

26 

3,884 

136,891 

35 

1921 

14,165 

356,606 

25 

4,196 

138,281 

33 

1922 

15,198 

387,322 

25 

4,595 

158,929 

35 

1923 

15,665 

393,991 

25 

4,871 

161,463 

33 

1924 

16,382 

406,661 

25 

5,120 

164,698 

32 

1925 

16,948 

426,999 

25 

5,309 

169,212 

32 

one-teacher  schools  for  negro  children.  Since  a  teacher  in  a  one-teacher 
school  teaches  the  work  of  many  grades,  twenty-five  pupils  to  be  taught  in  a 
rural  one-teacher  school  represents  a  much  more  difficult  task  than  twenty- 
five  pupils  to  be  taught  the  work  of  a  single  grade  in  a  city  school. 

A  further  point  to  be  remembered  when  interpreting  Table  IV  is  that 
North  Carolina  is  a  rural  State.  In  a  rural  State  where  the  school  atten- 
dance laws   are   less   liable  to  be   rigidly  enforced,   there   are  times   during 


Part  II 


163 


the  school  year  when  many  children  stay  away  from  school  to  help  with  the 
crops.  This  means  that  the  school  attendance  figures  will  undergo  distinct 
fluctuation;  the  amount  of  fluctuation — variation  from  the  average — is  simply 
another  measure  of  teacher-load.  The  greater  the  fluctuation  or  variability 
about  the  average,  the  more  difficult  is  the  teacher-load. 

(Explanation  of  Table  IV: — Table  IV  should  be  read  in  the  following  man- 
ner: During  the  school  year  ending  1901  there  were  6,050  white  public  school 
teachers  and  166,500  white  school  children  in  average  daily  attendance.  On 
the  average,  therefore,  there  was  one  white  public  school  teacher  to  every 
28  pupils  in  average  daily  attendance.) 

TABLES  V,  VI  AND  VII 

(Question  continued) :  On  the  basis  of  school  attendance,  has  there  been 
a  teacher  shortage  during  the  years'  1900-1925? 

In  tables  IV,  V,  VI  and  VII  an  effort  was  made  to  answer  the  question  on 
the  basis  of  school  attendance,  has  there  been  a  teacher  shortage  during  the 
years  1900-1925? 


TABLE  V.— NUMBER  OF  PUPILS  PER  TEACHER  IN  THE  WHITE  HIGH  SCHOOLS.    1924-1925 


School  Unit 


All  High  Schools 

Rural 

City 

City  Group  1 

City  Group  2... 
City  Group  3... 


Percentage 
of  Enrollment 
in  Attendance 


83.3 


81.9 
84.9 
84.1 
86.9 

87.8 


Number  of 
Teachers 
Employed 


2,884 


1,623 

1,261 

369 

172 

206 


Number  of 
Pupils  per 

Teacher 
Employed 


21.2 

23.9 
24.1 
24.1 
24.6 


Attending 


18.6 


17.4 
20.3 
20.3 
21.0 
21.6 


An  effort  was  made  to  show  the  number  of  pupils  per  teacher  for  each 
year  during  the  period.  School  attendance  figures  were  used  instead  of  school 
enrollment  figures  because — as  has  already  been  stated — it  was  felt  that  at- 
tendance figures  constituted  a  more  dependable  basis  for  measuring  teacher- 
load.  Although  the  number  of  pupils  per  teacher  as  a  measure  of  teacher- 
load  is  an  incomplete  and  therefore  unsatisfactory  measure,  we  have  in  this 
measure  an  interesting  indication  as  to  the  willingness  of  the  public  to  em- 
ploy teachers  during  the  period  1900-1925. 

When  the  number  of  pupils  actually  attending  school  each  year  is  divided 
by  the  actual  number  of  teachers  employed,  it  seems  that  the  mere  number 
of  pupils  per  teacher  does  not  present  an  overload.  To  illustrate:  In  the 
year  1924-25  there  were  426,999  white  children  attending  school  and  16,948 
white  teachers,  making  an  average  of  approximately  twenty-five  pupils  to  the 
white  teacher;  in  the  same  year  there  were  169,212  negro  children  in  average 
daily  attendance  and  5,309  negro  teachers,  making  an  average  of  approximately 
thirty-two  pupils  per  teacher. 


164 


Report  of  Educational  Commission 


It  is  very  significant  to  note  when  interpreting  Tables  V,  VI  and  VII  that 
the  statistics  given  in  the  November  and  December  issues  of  State  School 
Facts,  1925  show  (1)  that  in  the  case  of  the  white  high  schools  the  number 
of  pupils  per  teacher  is,  on  the  average,  larger  for  the  city  than  for  the  rural 
counties;  and  that  only  three  counties  and  three  cities  have  as  many  as 
twenty-five  high  school  pupils  per  teacher;  (2)  that  the  city  white  elementary 
schools  have  more  pupils  per  teacher  than  the  rural  elementary  schools;  also 
in  only  two  counties  are  there  as  many  as  forty  pupils  per  elementary 
teacher;  (3)  that  in  the  negro  schools  the  number  of  pupils  per  teacher  is 
larger  for  the  city  than  for  the  county,  and  in  only  three  counties  and  three 
cities  is  the  number  of  pupils  in  attendance  more  than  forty  to  a  teacher. 

Finally  then  in  regard  to  the  question,  "On  the  basis  of  school  attendance 
has  there  been  a  teacher  shortage  during  the  period  1900-1925?" — the  fol- 
lowing comments  are  suggested: 

1.  It  is  probable  that  a  well  trained  teacher  could  instruct  efficiently 
a  homogeneous  group  of  twenty-five  or  thirty  pupils  in  regular  daily 
attendance. 


TABLE  VI. 


-NUMBER  OF  PUPILS  PER  TEACHER  IN  THE  WHITE  ELEMENTARY  SCHOOLS . 
1924-1925 


School  Unit 


All  Elementary  Schools 

Rural 

City 

City  Group  1 

City  Group  2._ 

City  Group  3 


Percentage 
of  Enrollment 
in  Attendance 


74.7 


72.9 
81.2 
82.6 
79.9 
83.3 


Number  of 
Teachers 
Employed 


13,935 


11,004 
2,931 
1,000 

497 
4.30 


Number  of 
Pupils  per 

Teacher 
Employed 


35.0 


34.5 
36.9 
34.2 
35.6 
39.5 


Attending 


26.2 


25.2 
29.9 

28.3 
28.4 
32.9 


The  teacher  in  a  small  rural  school  must  teach  many  subjects  and 
several  grades.  The  tasks,  abilities,  etc.,  of  the  pupils  taught  by  the 
rural  teacher  are  more  heterogeneous  than  the  abilities  in  the  average 
city  classroom.  Since  heterogeneity  of  pupils'  ability  makes  the 
teacher's  task  more  difficult,  the  rural  teacher  necessarily  must  not  be 
called  upon  to  teach  as  many  pupils  as  the  urban  teacher  must  teach. 
As  might  be  expected,  the  number  of  pupils  per  teacher  in  average 
daily  attendance  in  the  rural  sections  of  North  Carolina  is  less  than 
the  number  of  pupils  per  teacher  in  average  daily  attendance  in  urban 
communities.  More  homogeneous  grouping  in  cities  permits  a  larger 
number  of  pupils  per  teacher. 
Average  scores  are  not  indicative  of  local  conditions. 


Part  II 


165 


As  a  measure  of  teacher-load  average  scores  are  an  incomplete,  hence 
decidedly  unsatisfactory  measure.  On  the  basis  of  the  measure  chosen, 
it  is  probably  unwise  to  decide  as  to  whether  a  teacher  shortage  has 
existed.  The  question  can  be  answered  satisfactorily  only  in  terms  of 
the  degree  of  homogeneity  prevailing.     Such  data  is  not  available. 


TABLE  VII.— THE  NUMBER  OF  PUPILS  PER  TEACHER  IN  NORTH  CAROLINA— 1924-1925 

Negro 


County 


State 

Rural. 

City 

City  Group  1 
C  ty  Group  2 
City  Group  3 


Number  of 
Teachers 
Employed 


5,310 

4,070 

1,240 

490 

218 
181 


Percentage 
of  Enroll  nent 
in  Attendance 


66.9 
64.8 
74.0 
80.4 
71.9 
71.5 


Number  of 
Pupils  per 

Teacher 
Employed 


47.1 
46.9 
47.6 
43.8 
48.9 
47.3 


Attending 


31.5 
30.4 
35.2 
35.2 
35.2 
35.2 


6.  These  figures  for  North  Carolina,  superficially  interpreted,  might 
seem  to  indicate  that  the  teacher-load  in  terms  of  the  average  number 
of  pupils  in  average  daily  attendance  per  teacher  is  quite  light. 
Comparative  data  for  other  States  do  not,  however,  bear  out  the  su- 
perficial and  possibly  unjust  interpretation  mentioned. 

TABLE  VIII 

Question:  On  the  basis  of  school  attendance  figures  during  the  period 
1900-1925,  how  many  teachers  will  be  needed  during  the  years  1926-1950? 

Using  the  school  attendance  table  already  given  for  1900-1925  and  cal- 
culating in  terms  of  per  cent  increase,  the  approximate  school  attendance 
figures  presented  in  Table  VIII  were  obtained.  These  figures  must  be  inter- 
preted in  the  light  of  the  information  presented  in  Tables  IX,  X,  XI  and  XII 
of  this  report. 


TABLE  VIII.— PREDICTIONS  AS  TO  AVERAGE  DAILY  ATTENDANCE  IN  THE  PUBLIC 
SCHOOLS  OF  NORTH  CAROLINA.— 1925-1950. 


Predicted  Daily  Attendance 

Year  Ending 

White 

Negro 

Total 

1925 

426,999 

169,212 

596,211 

1930 

568,030 

211,957 

779,987 

1935 

703,110 

251,591 

954,701 

19^0 

838,190 

291,225 

1,129,415 

1945 

973.270 

330,859 

1,304,129 

1950 

1.108,350 

370,493 

1,478,843 

166  Repoet  of  Educational  Commission 

(Explanation  of  Table  VIII: — Table  VIII  is  to  be  read  in  the  following 
manner:  If  the  rate  of  increase  for  the  period  1925-1950  equals  the  rate  of 
increase  particular  to  1900-1925  in  the  year  1945  it  may  be  expected  that  there 
will  be  973,270  white  children  and  330,859  negro  children  in  average  daily 
attendance  in  the  public  schools  of  North  Carolina.) 

TABLE   IX 

Question:  On  the  basis  of  the  number  of  teachers  employed  in  average 
daily  attendance  during  the  period  1900-1925  how  many  teachers  are  likely  to 
be  employed  in  the  public  schools  of  North  Carolina  during  the  period  1925- 
1950? 

Table  I,  showing  the  increase  in  the  number  of  teachers  employed  between 
1900-1926,  revealed  a  steady  increase  in  the  number  of  teachers  employed. 
These  facts  coupled  with  the  necessity  of  filling  existing  positions  when  va- 
cancies occur  (See  Section  III)  say  that  North  Carolina  must  annually  be 
prepared  to  train  an  increasing  number  of  teachers.  The  number  of 
teachers  that  the  public  will,  in  all  likelihood,  be  willing  to  employ, 
and  the  number  of  pupils  who  will  attend  public  schools  are  important 
indications  as  to  the  number  of  teachers  the  teacher  training  institutions  in 
North  Carolina  must  train.  If  these  two  figures  are  worked  into  a  single 
estimate,  perhaps  a  fairer  estimate  of  the  number  of  teachers  to  be 
trained  during  1925-1950  may  be  secured.  Such  an  estimate  is  included  in 
Table  IX.  The  figures  given  in  column  3  are  based  on  the  teacher-load  in 
terms  of  the  number  of  pupils  per  teacher  for  the  year  1925.  In  other  words, 
existing  conditions  seem  the  most  dependable  basis  for  prediction  purposes. 
There  is,  however,  when  using  this  basis,  no  intention  of  championing  the 
policy  of  a  heavier  load  for  negro  than  for  white  teachers. 

When  considering  the  predictions  relative  to  the  number  of  teachers  who 
will  be  needed  between  the  years  1925  and  1950,  it  is  best  to  bear  in  mind 
the  underlying  social  forces  which  would  support  and  work  contrary  to  the 
data  offered.  In  Table  II  the  column  of  especial  interest  for  each  of  the 
races  is  the  column  headed  "total."  The  predictions  offered  up  to  this  point 
as  to  the  number  of  teachers  needed  during  1925-1950  are  merely  approxi- 
mations based  upon  the  broad  assumption  that  a  constant  rate  of  increase 
in  the  number  of  teachers  needed  may  be  expected  and  that  the  rate  of  in- 
crease for  the  entire  period  1925-1950  will  equal  the  rate  of  increase  for  the 
entire  period  1900-1925.  It  is  admitted  that  certain  underlying  and  funda- 
mental social  forces  may  tend  to  accelerate  or  to  retard  the  rate  of  increase 
upon  which  these  predictions  are  offered.  Some  considerations  which  might 
tend  to  offset  these  predictions  are  as  follows:  (a)  That,  these  figures  are 
perhaps  too  high  since  more  universal  education  is  likely  to  reduce  the  size 
of  the  average  family  in  the  State,  therefore,  the  school  population  will  not 
increase  at  the  rapid  rate  at  which  it  has  increased  during  recent  years: 
(b)  That,  urbanization  will  make  for  a  heavier  teacher-load  in  terms  of  the 
number  of  pupils  to  be  taught;  therefore,  in  proportion  to  the  size  of  our 
school  population  North  Carolina  will  not  need  as  many  teachers  as  she  has 
needed  in  previous  years;  and  (c)  That,  higher  standards  of  training  will 
tend  to  reduce  the  amount  of  turnover  within  the  profession,  and  increase 
the  length  of  tenure. 


Part  II 


167 


On  the  other  hand,,  justifications  of  these  figures  may  be  found  in  the 
following  considerations,  (a)  That,  only  a  relatively  small  per  cent  of  the 
people  are  at  the  present  time  going  on  for  higher  education,  and  that  the 
building  of  better  schools  will  cause  more  pupils  to  stay  in  school  until  they 
have  completed  high  school;  (b)  That,  more  rigid  enforcement  of  compul- 
sory attendance  laws  will  create  a  demand  for  more  teachers:  (c)  That,  the 
growth  in  number  of  textile  mills  is  likely  to  call  for  the  importation  of 
foreign  labor  with  large  afmilies;  and  (d)  That,  the  ultimate  adoption  of  a 
longer  school  term  will  mean  more  children  in  attendance  in  the  public 
schools.  Before  discontinuing  a  consideration  of  these  tables,  however,  the 
following  tables  should  be  studied:     (i.e.  Tables  X,  XI  and  XII.) 

TABLE  IX.— PROBABLE  NUMBER  OF  SCHOOL  TEACHERS  REQUIRED  FOR  THE  PUBLIC 
SCHOOLS  OF  NORTH  CAROLINA— 1925-1950 


(1) 

(2) 

(3) 

(4) 

Year 
Ending 

Number  of  Teachers  Re- 
quired 1925-50 
based  on  willingness 
of  public  to  employ 
teachers,  1900-1925 

Number  of  Teachers  Re- 
required,  based  on 
probable  school  attend- 
ance with  25  white  pupils 
and  32  negro  pupils  per 
teacher 

Average 

White 

Negro 

White 

Negro 

White 

Negro 

1925* 

1930 

1935 

1940 

1945 

1950 

16,948 
21,016 
26,100 
32,371 
38,472 
49,827 

5,309 
6,158 
7.114 
8,229 
9,503 
10,990 

17,079 
22,721 
28,124 
33,527 
38,930 
44,334 

5,287 
6,623 
7,862 
9,100 
10,339 
11,577 

17,013 
21,868 
27,112 
32,949 
38,701 
47,080 

5,298 
6,390 
7,488 
8,664 
9,921 
11.283 

*Figures  for  1925  in  column  2  are  actual  figures. 


TABLE  X 

Question:  What  will  be  the  effect  of  the  facts  included  in  the  general 
census  figures  for  1900,  1910  and  1920  upon  the  rate  of  increase  in  number  of 
public  school  teachers  employed  during  the  period  1925-1950? 

A  study  of  Table  X  reveals  the  fact  that  the  white  population  has  enjoyed 
an  increase  in  rate  of  enlargement,  whereas  the  negro  population's  rate  of 
increase  diminished  between  1910  and  1920.  The  school  enrollment  and 
the  average  daily  attendance  figures  for  both  races  show  per  cent  increases 
for  the  intervals  considered.  The  ranks  for  the  rates  of  increase  naturally 
are  as  follows:  (1)  Average  daily  attendance;  (2)  Public  school  enrollment; 
(3)  School  population.  It  is  most  noticeable  that  whereas  the  per  cent  in- 
crease for  1910  for  negroes  in  average  attendance  was  only  21  per  cent  higher 
than  the  average  daily  attendance  figures  for  1900,  in  1920  the  average  daily 
attendance  figures  for  negroes  presented  a  43  per  cent  increase  over  the 
1910  figure. 

(Explanation  of  Table  X: — Table  X  is  to  be  read  in  the  following  manner: 
The  total  population  for  the  State  of  North  Carolina  was  in  1900 — 1,269,341; 


168 


Report  of  Educational  Commission 


in  1910—1,500,511  and  in  1920—1,783,779  individuals.  The  total  population  in 
1910  represented  an  18  per  cent  increase  or  an  increase  of  231,170  persons 
over  the  1900  population  figure.  In  1920  there  were  1,783,779  persons  making 
an  increase  of  19  per  cent  or  283,268  persons  in  excess  of  the  1910  figure.) 


TABLE  X.— TOTAL  POPULATION,  SCHOOL  POPULATION,  PUBLIC  SCHOOL  ENROLL- 
MENT, AND  AVERAGE  DAILY  ATTENDANCE  IN  PUBLIC  SCHOOLS  IN  NORTH  CARO- 
LINA—1900,  1910,  AND  1920. 

White 


Total  Pop.... 
School  Pop. . 
P.  S.  Enroll.. 
A.  D.  Attend 


1900 


1,269,341 
448,304 
293,868 
166,500 


1910 


1,500,511 
497,077 
360,121 

235,872 


Increase 

Per  Cent 
Increase 

1920 

Increase 

231,170 

18 

1,783,779 

283,268 

48,773 

11 

573,736 

76,659 

66.253 

23 

478,189 

118,068 

69,372 

41 

336,661 

100,789 

Per  Cent 
Increase 


Negro 


Total  Pop... 
School  Pop... 
P.  S.  Enroll.. 
A.  D.  Attend 


624,469 
219,677 
141,316 
78.700 


697,843 

73.374 

12 

763,407 

i 

65,564 

238,091 

18,414 

08 

267,245 

29,154 

160,283 

18,967 

13 

213,060 

52,777 

95,463 

16.763 

21 

136,891 

41,428 

TABLE  XI 

Question  X,  Continued.  What  will  be  the  effect  of  the  facts  included  in  the 
general  census  figures  for  1900,  1910  and  1920  upon  the  rate  of  increase  in 
number  of  public  school  teachers  employed  during  the  period  1925-1950? 

In  Table  XI  it  must  be  noticed  that  the  per  cent  that  the  school  population 
is  of  the  total  population  indicates  a  declining  rate  for  whites  and  a  fairly 
constant  ratio  for  negroes;  that  is,  in  1900  the  white  school  population  consti- 
tuted 35  per  cent  of  the  total  white  population,  while  in  1920  the  white  school 
population  was  only  32  per  cent  of  the  total  white  population;  the  negro  school 
population  in  1900  was  35  per  cent  of  the  total  negro  population,  and  in  1920 
the  negro  school  population  was  still  35  per  cent  of  the  total  negro  population. 
(See  Item  I.)  Figures  for  both  races  show  that  the  public  school  enrollment 
and  the  average  daily  attendance  constitute  with  each  succeeding  period  in- 
creasing percentages  of  the  total  population. 

It  is  most  significant  to  note  that  in  1900  the  white  public  school  enrollment 
constituted  66  per  cent  of  the  white  school  population  and  that  this  figure  had 
increased  to  83  per  cent  by  1920;  also  that  in  1900  the  negro  school  enroll- 
ment constituted  64  per  cent  of  the  negro  school  population  and  that  by 
1920  this  figure  had  increased  to  79  per  cent.  The  per  cent  increases  given 
under  item  4  in  Table  XI  indicate  that  within  the  near  future  the  rate  of 
increase  in  the  number  of  teachers  to  be  employed  will  be  diminished.  Natur- 
ally this  State  can  never  reach  the  point  where  100  per  cent  of  the  total 
school  population  will  be  enrolled  in  the  public  schools.  There  will  always 
be  a  number  of  mental,  physical  and  social  defectives  who  cannot  enter  the 


Part  II 


169 


public  schools,  also  there  will  always  be  some  parents  who  will  prefer  to 
send  their  children  to  either  private  elementary  or  private  secondary  schools. 
In  contemplating  the  number  of  teachers  to  be  employed  from  the  present 
time  up  to  1950,  it  will  be  well  to  expect  that  during  the  first  stages  of  this 
period  the  rate  of  increase  for  the  per  cent  that  the  public  school  enrollment 
is  of  the  school  population  will  be  only  slightly  retarded,  whereas  during  the 
last  stages  of  the  period  there  is  a  possibility  that  the  ratio  between  the  public 
school  enrollment  and  the  school  population  will  remain  fairly  constant — 
perhaps  around  90  per  cent. 

(Explanation  of  Table  XI: — Table  XI  is  to  be  read  in  the  following  man- 
ner: In  1900,  35  per  cent  of  the  white  people  in  North  Carolina  were  of  school 
age,  etc.) 


TABLE  XI.— TOTAL  POPULATION,  SCHOOL  POPULATION,  PUBLIC  SCHOOL  ENROLL- 
MENT, AND  AVERAGE  DAILY  ATTENDANCE  IN  PUBLIC  SCHOOLS  IN  NORTH  CARO- 
LINA—1900,  1910  AND  1920. 


1920 


1.  Per  cent  that  the  school  population  is  of  the  total  population f 

2.  Per  cent  that  the  public  school  enrollment  is  of  the  total  population 

3.  Percent  that  the  average  daily  attendance  is  of  the  total  population 

4.  Percent  that  the  public  school  enrollment  is  of  the  school  population 

5.  Per  cent  that  the  average  daily  ;  ttendanceisof  theschool  population/ 

6.  Percent  that  the  average  daily  attendance  is  of  the  publicenrollmentf 

\ 


Race 

1900 

1910 

White 

35 

33 

Negro 

35 

34 

White 

23 

24 

Negro 

22 

23 

White 

13 

15 

Negro 

12 

14 

White 

66 

72 

Negro 

64 

67 

White 

37 

47 

Negro 

36 

40 

White 

56 

65 

Negro 

56 

59 

TABLE   XII 

Probable  Number  of  School  Teachers  to  Be  Employed 
1925-1950 

Question  X,  Continued :  What  will  be  the  effect  of  the  facts  included  in  the 
general  census  figures  for  1900,  1910  and  1920  upon  the  rate  of  increase  in 
number  of  public  school  teachers  employed  during  the  period  1925-1950? 

In  Table  IX  the  number  of  white  and  the  number  of  negro  teachers  esti- 
mated as  needed  during  the  period  1925-1950  was  given.  On  the  basis  of  the 
information  given  in  Tables  X  and  XI   it  is  probable  that  there  will  be  a 


170 


Report  of  Educational  Commission 


decrease  in  the  rate  of  increase  for  the  number  of  teachers  needed  1925-1950. 
School  attendance  during  the  period  1925-1950  in  all  probability  will  not  in- 
crease at  the  rapid  rate  it  increased  during  1900-1925.  This  will,  of  course, 
affect  the  rate  of  increase  in  number  of  teachers  needed.  The  decrease  in 
rate  of  increase  in  number  of  teachers  needed  in  1925-1950  will  not  be  as 
marked  in  the  case  of  negro  teachers  as  in  the  case  of  white  teachers  since 
negro  education  is  not  as  well  advanced — generally  speaking — as  is  the 
program  of  education  provided  for  whites  in  North  Carolina.  The  decrease 
in  rate  of  increase  plus  a  desire  for  conservative  estimates  plus  the  reali- 
zation that  an  under  supply  of  teachers  is  preferable  to  an  over  supply  of 
teachers  resulted  in  the  figures  given  in  Table  XII.  "When  predictions  are  made 
as  to  the  number  of  teachers  needed  in  1925-1950,  it  is  realized  that  unfore- 
seen social  factors  may  offset  at  any  time  the  figures  included  in  this  report. 
These  figures,  however,  it  is  believed,  constitute  fairly  dependable  bases  to 
be  kept  in  mind  when  contemplating  future  needs  for  teachers.  These 
figures,  morever,  should  be  regarded  as  minimum  figures. 

(Explanation  of  Table  XII: — In  constructing  Table  XII  a  sliding  scale  was 
applied  in  order  to  make  the  subtractions  due  in  view  of  the  information 
given  in  Tables  X  and  XI.  Table  XII  is  to  be  read  in  the  following  manner: 
In  1935  it  is  estimated  that  North  Carolina  will  need  25,214  white  teachers 
and  7,037  negro  teachers.) 


TABLE  XII—  PROBABLE  NUMBER  OF  SCHOOL  TEACHERS  TO  BE  EMPLOYED  1925-1950 


Year 

Estimate  Number  of  White 

Estimate  Number  of  Negro 

Teachers 

Teachers 

1925 

1930 

20,775 

6,134 

1935 

25,214 

7,039 

1940 

29,654 

7,884 

1945 

32,896 

8,532 

1950 

37,664 

9,139 

CHAPTEE  II 

THE   QUALITY   OF   THE   PROFESSIONAL   PREPARATION   OF   THE 
TEACHERS  IN  NORTH  CAROLINA  PUBLIC  SCHOOLS 

PREFACE 

A 
Foreword 

This  section  deals  with  the  professional  preparation  of  the  teachers  in 
the  public  schools  of  North  Carolina.  Professional  qualifications  are  con- 
sidered in  terms  of  the  number  of  years  of  training  the  teacher  has  had 
or  in  terms  of  the  type  of  certificate  held.  An  attempt  is  made  to  compare 
the  achievements  of  the  teaching  personnel  in  North  Carolina — in  terms  of 
the  professional  preparation — with  suggested  minimum  standards  for  the 
Nation  at  large. 

The  tables  in  Section  II  of  this  report  constitute  in  the  main  re-arrange- 
ments of  data  tabulated  by  members  of  the  State  Department  of  Public 
Instruction  and  originally  presented  in  State  School  Facts. 

The  data  presented  in  Section  II  deal  with  the  period  1922-23  to  1925-26. 
Progress  has  been  most  marked  during  the  past  five  years.  When  inter- 
preting the  tables  included  in  Section  II,  the  reader  is  recommended  to  a 
study  of:  Regulations  Governing  Certificates  for  Teachers  in  North  Caro- 
lina, 1925.  Prepared  by  the  State  Board  of  Education.  Published  by  the 
State  Superintendent  of  Public  Instruction,  Raleigh,  N.  C.  Publication 
Number  88,  Division  of  Certification  Number  18. 


Teacher  Training  Institutions  in  North  Carolina 

Teacher  Training  in  North  Carolina  is  carried  on  in  the  main  by  institu- 
tions of  higher  learning.  The  institutions  of  higher  learning  are  each 
administered  by  a  separate  Board  of  Trustees.  In  addition  to  the  State 
institutions,  there  are  twenty-seven  white  and  five  colored  denominational 
or  privately  endowed  institutions  which  offer  work  of  college  grade;  there 
were  also,  in  1925-26  thirteen  teacher-training  departments  in  high  schools 
for  whites,  and  seven  departments  for  negroes  which  offered  a  one-year 
training  curricula — the  high  school  departments  for  whites  required  high 
school  graduation  for  admission  while  the  colored  high  school  teacher- 
training  departments  admitted  on  the  basis  of  twelve  units  of  work.  A  list 
of  the  State  institutions  of  higher  learning  which  contribute  to  the  teaching 
personnel  of  North  Carolina  follows: 

White 
I.     Colleges: 

North  Carolina  College  for  Women,  Greensboro. 

North  Carolina  State  College  of  Agriculture  and  Engineering,  Raleigh. 

University  of  North  Carolina,  Chapel  Hill. 


172  Report  of  Educational  Commission 

II.     Teachers  College: 

East  Carolina  Teachers  College,  Greenville. 
III.     Standard  Normal  Schools: 

Appalachian  State  Normal,  Boone. 

Cullowhee  State  Normal,  Cullowhee. 

East  Carolina  Teachers  College,  Greenville    (two-year  course). 

Negro 
I.     Colleges: 

Agricultural  and  Technical  College,  Greensboro. 
North  Carolina  College  for  Negroes,  Durham. 
II.     Teachers   College: 

Winston-Salem  Teachers  College,  Winston-Salem. 

III.  Standard  Normal  Schools: 

Elizabeth  City  State  Normal,  Elizabeth  City. 

State  Normal  School,  Payetteville. 

Winston-Salem  Teachers  College,  Winston-Salem,  (two-year  course). 

IV.  Nonstandard  Normal  Schools: 

Cherokee  Indian  Normal  School,  Pembroke. 


Means  Employed  in  North  Carolina  for  the  Professional  Advancement 
of  the  Public  School  Teachers 

The  professional  advancement  of  the  public  school  teacher  in  North 
Carolina  has  been  brought  about  in  many  ways.  The  progress  actually 
achieved  has  been  especially  marked  during  the  last  five  years.  The  following 
statement  gives  a  thoroughly  interesting  and  accurate  account  of  the  ways  in 
which  the  importance  of  the  teaching  personnel  in  North  Carolina  has  been 
brought  about. 

I 

"The  history  of  the  development  of  the  teaching  personnel  in  North  Caro- 
lina can  be  measured  in  terms  of  the  evolution  which  has  taken  place  in 
the  requirements  for  the  certification  of  teachers.  I  think  this  statement 
would  be  true  with  reference  to  any  State.  The  level  of  the  training  of 
teachers  has  never  gone  beyond  the  minimum  requirements  for  the  certifica- 
tion of  teachers.  In  view  of  the  importance  which  the  certification  of  teachers 
has  on  their  professional  development,  I  should  like  to  briefly  outline  the 
steps  in  the  changes  in  our  requirements  in  this  State. 

(a)  In  the  early  period  teachers  were  certificated  wholly  by  examina- 
tion. These  examinations  were  largely  in  the  hands  of  the  county 
superintendents.  In  no  sense  could  they  be  regarded  as  uniform. 
The  period  then  for  issuing  certificates  by  examination  prevailed 
for  the  most  part,  until  1917.* 

♦Section  6,  Chap.  146  of  the  Public  Laws  of  1917.  "After  July  1,  1917,  it  shall  be 
unlawful  for  any  board  of  trustees  or  school  committee  of  any  public  school  that  receives 
any  public  school  money  from  county  or  State  to  employ  or  keep  in  service  any  teacher, 
superintendent,  principal,  supervisor,  or  assistant  superintendent  that  does  not  hold  a 
certificate    in    compliance   with    the    provisions   of   this    act." 


Part  II  173 

tb)  Following  the  period  of  certifying  by  examination  was  the  period 
in  which  some  emphasis  was  given  to  training.  Certificates  were 
issued  according  to  the  field  of  service  such  as  the  elementary, 
primary,  high  school,  etc  However,  during  that  period,  little  or 
no  distinction  was  made  in  the  amount  of  training  which  the  teacher 
may  have  had.  To  illustrate:  Credit  for  a  year's  college  work 
might  give  one  the  same  class  of  certificate  as  credit  for  college 
graduation  would  give.  During  that  period  then,  one  can  readily 
see  there  was  little  inducement  for  one  to  improve  her  training. 

(c)  Following  the  period  when  certificates  were  issued  according  to 
the  field  of  service  is  our  present  period,  or  the  period  of  classify- 
ing certificates  within  a  particular  field.  Under  our  present  regula- 
tions, a  certificate  of  one  class  is  issued  on  credit  for  a  years' 
college  work,  a  certificate  of  a  different  grade  on  credit  for  two 
years'  college  work  and  of  a  different  grade  for  three  years'  college 
work,  and  still  another  for  college  graduation.  Our  administrative 
certificates  require  some  graduate  credit. 

(d)  Coupled  with  the  classification  of  certificates  in  any  field  according 
to  training  should  be  the  State  salary  schedule.  *One  can  readily 
see  that  no  advantage  would  obtain  to  qualify  for  a  higher  certificate 
if  that  certificate  did  not  guarantee  an  increased  salary.  One 
cannot  separate  the  salary  schedule  which  this  State  has  from 
the  classification  of  certificates  in  determining  the  importance  which 
this  change  has  had  on  increasing  the  scholarship  of  our  teaching 
course." 

II 

Going  hand-in-hand  with  the  higher  requirements  for  the  certification  of 
teachers  has  been  the  movement  toward  the  standardization  of  the  high 
schools.**  A  standard  which  would  require  a  teacher  to  have  minimum  train- 
ing in  order  to  teach  in  a  school  certainly  is  conducive  to  educational  ad- 
vancement of  the  part  of  the  teacher.  When  the  standard  with  reference  to 
the  accrediting  of  high  schools  stated  that  in  order  to  teach  in  such  a  school 
one  must  have  had  at  least  two  years  of  college  work,  a  decided  step  was 
taken  in  raising  the  scholarship  level  of  our  high  school  teachers.  The 
growth  in  our  high  school  development  would  be  an  index  of  the  growth  of  the 
training  of  high  school  teachers. 

(a)  It  would  perhaps  be  reasonable  to  assume  that  in  the  future  the 
standardization  of  our  elementary  schools  will  have  somewhat  the 
effect  on  the  training  of  teachers  for  the  elementary  grades  that  the 
standards  for  high  schools  have  had  on  the  training  of  high  school 
teachers.  This  remains  to  be  seen,  of  course,  since  we  have  just 
begun  the  standardization  of  the  elementary  schools.*** 

**See  high  Schools  of  North  Carolina.  "Educational  Publication  Number  97,  Division  of 
Supervision   Number  23,    State   Department  of   Public   Instruction,    Raleigh,    N.   C.    (1925-26), 

***Standards  for  the  Elementary  Schools  of  North  Carolina  1926-27.  Educational  Publica- 
tion Number  102,  Division  of  School  Inspection  Number  26.  State  Department  of  Public 
Instruction,   Raleigh,   N.  C. 


174  Report  of  Educational  Commission 

III 

No  State  can  have  certification  requirements  much  beyond  its  facilities 
for  training  teachers.  Those  facilities,  of  course,  represent  institutions  of 
higher  learning.  Opportunity  for  training  from  our  institutions  of  higher 
learning  has  been  given  in  at  least  three  ways. 

(a)  Regular  Session.  Those  teachers  whose  pre-service  training  rep- 
resents any  training  beyond  high  school  graduation  have  secured 
that  training  during  the  regular  session.  Studies  of  existing  con- 
ditions, I  assure,  will  show  that  our  present  facilities  are  not 
sufficient  to  give  to  us  teachers  whose  pre-service  training  would 
represent  the  national  minimum  standard. 

(b)  Bummer  School  Attendance.  Summer  schools  have  played  a  large 
part  in  bringing  about  the  increased  scholarship  and  training  of 
our  teachers.  In  1920,  2,445  white  teachers  attended  our  approved 
summer  schools.    In  1926  the  attendance  had  increased  to  9,875. 

In  connection  with  the  summer  school  development  and  its  im- 
portance, I  should  like  to  refer  briefly  to  the  uniform  curricula. 
These  curricula  were  put  into  operation  for  the  first  time  in  the 
summer  of  1924.  *The  principles  underlying  the  curricula  you  will 
find  in  the  printed  bulletin.  These  curricula  have  given  definite 
goals  toward  which  high  school  graduates  might  work.  Moreover, 
the  University  of  North  Carolina  through  its  Correspondence  Divi- 
sion is  offering  much  of  the  work  in  that  way.  Teachers  whose 
training  would  come  within  the  field  of  these  curricula  have  taken 
advantage  of  the  correspondence  work.  They  have  raised  their  cer- 
tificates to  those  of  higher  grades  in  that  way  in  much  less  time 
than  would  have  been  true  had  the  profession  not  have  been  made. 

(c)  Extension  Work.  At  the  present  time  there  are  three  State  in- 
stitutions that  are  offering  work  through  correspondence.  One  of 
these  institutions;  namely,  the  University  of  North  Carolina,  has  an 
extensive  program  of  extensive  class  in  instruction.  Quite  a  few 
of  the  larger  institutions  of  higher  learning  offer  opportunity  for 
extension  class  instruction.  Teachers  in  close  proximity  to  the 
institutions  that  offer  work  avail  themselves  of  it.  Our  great  system 
of  highways  makes  it  possible  for  many  teachers  who  live  within  a 
radius  of  fifteen  or  twenty  miles  of  the  institution  to  avail  them- 
selves of  the  work  offered.  The  extension  work,  both  through  cor- 
respondence and  class  instruction,  is  contributing  largely  to  the  in- 
creased scholarship  of  our  teachers."** 


*See,   for  example,  Educational   Publication  No   86,   Division   of  Teacher  Training  No.    14 
(1924)    State   Department   of   Public   Instruction,   Raleigh,   N.    C. 

**Statement  prepared  at  the  request  of  the  Educational  Commission  by  Dr.  Jas.  E. 
Hillman,  Director  of  Teachers  Training,  the  State  Department  of  Public  Instruction, 
Raleigh,  N.  C.   (Dec.  18,  1926). 


Part  II  175 

D 

The    Certification    Scheme    Described 

The  following  quotation  will  give  a  clear-cut  idea  as  to  how  certificates 
are  issued. 

Section  I.     How  Certificates  are  Issued 

(a)  Upon  the  Basis  of  Training. 

Certificates  are  issued  upon  college  or  normal  school  or  high  school 
training.  When  a  certificate  is  countersigned  by  the  superintendent 
under  whom  the  holder  applies  to  teach,  it  becomes  a  valid  certif- 
icate in  all  the  public  schools  of  the  State  for  the  work  specified 
on  its  face. 

A  Superintendent's  signature  on  a  certificate  indicates  that  the 
holder  is  of  good  moral  character  and  otherwise,  aside  from  scholar- 
ship, fitted  for  teaching. 

(b)  Upon  the  Basis  of  Examination. 

The  academic  credit  for  the  High  School  Teacher's  Certificate, 
Class  C,  may  be  obtained  not  only  by  training,  but  also  by  State 
examination.  This  is  the  only  certificate  valid  to  teach  in  the 
high  school  for  which  academic  credits  may  be  obtained  by  the 
State  examination.  The  professional  credit  is  not  allowed  by  ex- 
amination, but  must  be  secured  in  summer  schools. 
The  academic  credit  for  the  Elementary  Teacher's  Certificate,  Class 
B,  may  be  obtained  not  only  by  training,  but  also  by  State  exami- 
nation. This  is  the  only  certificate  valid  to  teach  in  the  elementary 
school,  for  which  academic  credit  may  be  obtained  by  State  exami- 
nation. The  professional  credit  is  not  allowed  by  examination,  bul 
must  be  secured  in  summer  schools. 

Only  one  examination  is  conducted  during  the  year.  This  exami- 
nation is  offered  in  the  county  seat  of  each  county  on  the  second 
Tuesday  of  each  year. 

(c)  Certificates  from  Other  States. 

Certificates  from  other  states  are  evaluated  in  terms  of  college  or 
normal  school  credits,  as  shown  on  a  certified  transcript,  and  not 
on  the  basis  of  out-of-state  certificates  alone.  The  value  of  the  credits 
presented  will  depend  upon  the  rating  of  the  institution  at  the  time 
the  credits  were  earned.  In  view  of  this,  before  accepting  a  teaching 
position  in  this  State,  an  applicant  should  present  the  record  of  her 
training  so  that  she  may  know  the  certificate  to  which  her  credit 
will  entitle  her. 

It  should  be  understood  that  the  standards  maintained  in  institu- 
tions are  changing  constantly.  An  institution  that  now  has  an  A 
rating  may  not  have  been  an  A  institution  a  few  years  back.  More- 
over, there  are  a  great  many  institutions  that  offer  a  four-year  cur- 
riculum that,  because  they  cannot  meet  all  requirements  for  a 
standard  institution,  receive  credit  for  only  one,  two  or  three  years 
college  work. 


176  Report  of  Educational  Commission 

Section  II.     How  to  Apply  for  Certificates 

(a)  A   high    school    graduate    without    college    training    should    write    this 

Department  for  an  application  blank  No.  1-a.  One  who  has  had 
college  or  normal  school  training  should  secure  from  this  office  an 
v  application  blank  No.  1-b.  After  the  personal  information  requested 
on  the  first  page  has  been  furnished,  the  blank  should  then  be  sent 
to  the  institution  so  that  an  official  record  of  the  training  may  be 
inserted.  Under  the  regulations,  transcripts  which  come  direct  from 
the  applicant  will  receive  no  consideration  until  verified  by  the 
proper  school  official,  therefore,  the  applicant  should  request  the 
institution  to  send  the  blank  direct  to  this  office. 

(b)  When  an  applicant  has  attended  more  than  one  institution  of  higher 

learning  the  institution  last  attended  should  have  on  file  a  com- 
plete record  of  all  credits.  The  application  blank  No.  1-b  should 
be  sent  to  the  institution  last  attended  with  the  request  that  a  com- 
plete record  of  all  credits  be  sent  to  this  office. 

(c)  If  summer  school  credit  has  been  received  in  other  states,  the  appli- 

cant should  request  the  institution  to  send  to  this  office  the  record 
of  such  credit.  Summer  school  credits  earned  in  an  institution  in 
North  Carolina  will  be  forwarded  to  this  office  if  the  applicant  in 
her  registration  fills  out  the  summer  school  card  furnished  by  this 
Department. 

Section   III.     How  to  Renew  and  Raise  Certificates. 

Except  for  Primary  and  Grammar  Grade  certificates  issued  on  the 
basis  of  graduation  from  standard  normals,  the  difference  between 
a  standard  certificate  and  one  of  the  next  higher  class  is  a  year 
of  college  credit.  (See  Section  7-b  and  Section  7-c.)  However,  cer- 
tificates may  be  raised  to  the  next  higher  class  if  the  holder  secures 
credits  for  four  summer  school  units  as  indicated  under  Note  3  on 
page  11.  Special  attention  is  called  to  the  requirements  for  any  par- 
ticular certificate. 

When  a  summer  school  unit  is  used  for  renewing  a  certificate,  it  is 
also  allowed  as  one  unit  toward  raising  the  certificate  to  the  higher 
class. 

When  a  summer  school  unit  is  used  for  original  professional  credit 
for  an  Elementary  Certificate  in  Class  B,  it  cannot  be  used  toward 
raising  the  Class  B  certificate  to  the  next  higher  class. 
If  an  applicant  has  thirty,  sixty,  or  ninety  semester  hours  of  college 
credit,  but  lacks  the  professional  requirements  for  the  certificate, 
the  summer  school  unit  or  units  necessary  to  meet  the  professional 
requirements  may  be  counted  toward  raising  the  certificate  to  the 
next  higher  class.  If  an  applicant  has  less  than  the  thirty,  sixty, 
or  ninety  semester  hours  necessary  for  the  particular  certificate, 
the  summer  school  unit  or  units  are  absorbed  in  the  issuance  of  the 


Part  II  177 

certificate,  and  are  not  allowed  toward  raising  to  the  next  higher 
class.* 

The  following  certificate  for  administrative  and  supervisory  officers  are 
issued  by  the  State  Department' of  Public  Instruction. 

(1)      Superintendent's   Certificate 

Requirements  for  Issuance. 

Applicants  for  this  certificate  must  present  the  following  minimum 
credits: 

1.  Graduation  from  standard  A-grade  college  in  academic  or  scien- 
tific courses,  including  eighteen  semester  hours  of  professional 
credit  or  credits  required  for  High  School  Certificate  A,  or  Grammar 
Grade  Certificate  A,  or  Primary  Certificate  A. 

2.  Five  years  experience  as  principal,  supervisor,  or  teacher,  and  at 
least  three  of  the  five  years  must  have  been  within  the  past  five 
years.  If  an  applicant  holding  High  School  Principal's  Certificate 
has  had  three  years  of  experience  as  a  principal  within  the  previous 
five  years,  this  will  be  accepted  in  lieu  of  five  years  experience  as 
teacher. 

3.  In  addition  to  the  above  requirements,  the  applicant  must  have 
secured  credit  from  two  approved  summer  schools,  or  the  equiva- 
lent in  college  credits,  specializing  in  administration  and  super- 
vision. Credit,  for  six  semester  hours  of  the  summer  school  work 
must  have  been  earned  within  the  five-year  period. 

Made  Valid  for  Life. 

This  certificate  is  valid  for  five  years.  After  five  years  successful 
experience  as  superintendent  of  a  city  or  county  system  it  will  be 
made  valid  for  life  and  can  be  revoked  only  for  cause. 

Provisional  Superintendent' s  Certificate. 

The  State  Superintendent  of  Public  Instruction  is  authorized  to 
issue  a  Provisional  Superintendent's  certificate,  valid  for  two  years, 
to  an  applicant  who  holds  or  presents  the  credits  required  for  the 
High  School  Principal's  Certificate.  This  certificate  will  not  be 
issued  unless  the  applicant  is  serving  as  superintendent  of  a  city 
or  county  school  system. 

(2)     Assistant  Superintendent's   Certificate 

The  requirements  for  the  Assistant  Superintendent's  Certificate  are 
the  same  as  those  for  the  Superintendent's  Certificate  with  these 
exceptions:  (1)  The  applicant  may  present  credits  for  one  approved 
summer  school  instead  of  two,  and  (2)  three  years  of  teaching  ex- 
perience instead  of  five. 

*  Educational  Publication  No.  88,  Division  of  Certification  No.  18,  Regulations  Govern- 
ing Certificates  for  Teachers  in  North  Carolina,  1925.  Prepared  by  State  Board  of 
Education,  published  by  the  State  Superintendent  of  Public  Instruction,  Raleigh,  N.  C. 
pages    5   and   6. 


178  Report  of  Educational  Commission 

(3)     High    School   Principal's    Certificate 
Requirements  for  Issuance. 

Applicants  for  this  certificate  must  present  the  following  minimum 
credits: 

1.  Graduation  from  standard  A-grade  colleges  in  the  academic  or  scien- 
tific courses,  including  eighteen  semester  hours  of  professional 
credits,  or  credits  required  for  High  School  Certificate  A. 

2.  Three  years  experience  in  teaching  within  the  past  five  years. 

3.  In  addition  to  the  above  requirements  the  applicants  must  present 
at  least  one  unit  of  credits  from  an  approved  summer  school  or 
the  equivalent  in  college  credits  showing  specialization  in  School 
Administration  and   Supervision. 

Made  Valid  for  Life. 

This  certificate  is  valid  for  five  years,  and  after  five  years  successful 
experience  as  principal  it  will  be  made  valid  for  life  upon  securing 
credit   for   three   five-hour  courses   in   an   approved   summer   school 

or  its  equivalent  in  college  credits  specializing  in  Administration  and 

Supervision. 

Provisional  High  School  Principal's  Certificate. 

The  State  Superintendent  of  Public  Instruction  is  authorized  to  issue 
a  Provisional  High  School  Principal's  Certificate,  valid  for  two 
years,  to  an  applicant  who  holds  or  is  entitled  to  hold,  a  High  School 
Teacher's  Certificate,  Class  A,  and  who  has  had  one  year's  experience 
in  teaching  within  the  past  five  years.  This  certificate  may  be  con- 
verted into  a  High  School  Principal's  Certificate  whenever  the  re- 
quirements for  that  certificate  have  been  met.  This  certificate  will 
not  be  issued  except  when  the  applicant  serves  as  principal  of  a 
standard  high  school. 

Note.  The  High  School  Teacher's  Certificate  in  Class  A  rates  the 
same  as  a  High  School  Principal's  Certificate  or  the  High  School 
Principal's  Provisional  Certificate  unless  the  holder  is  serving  as 
principal  of  an  accredited  high  school. 

(4)     Elementary   School  Principal  and   Supervisor's  Certificate 

Requirements  for  Issuance. 

Applicants  for  the  Elementary  School  Principal's  Certificate  must 
meet  the  following  minimum   requirements: 

1.  Graduation  from  standard  A-grade  college  in  the  academic  or  scien- 
tific courses,  including  eighteen  semester  hours  of  professional 
credits,  or  credits  required  for  Grammar  Grade  A  or  Primary  A 
Certificates. 

2.  Three  years  experience  in  teaching  within  the  past  five  years. 

3.  In  addition  to  the  above  requirements  the  applicant  must  present 
at  least  one  unit  of  credit  from  an  approved  summer  school  or  the 
equivalent  in  college  credits,  showing  specialization  in  Administra- 
tion and   Supervision  of  the  Elementary  School. 


Part  II  179 

Made  Valid  for  Life. 

This  certificate  is  valid  for  five  years,  and  after  five  years  successful 
experience  as  principal  it  will  be  made  valid  for  life  upon  securing 
credit  for  three  five-hour  courses  in  an  approved  summer  school  or 
the  equivalent  of  the  college  credit  specializing  in  City  or  Rural 
School  Administration  and  Supervision. 

Provisional  Elementary  School  Principal. 

The  State  Superintendent  of  Public  Instruction  is  authorized  to  issue 
a  Provisional  Elementary  School  Principal's  Certificate,  valid  for 
two  years,  to  an  applicant  who  holds  a  Grammar  Grade  or  Primary 
Teacher's  Certificate,  Class  A,  and  has  had  one  year's  experience  in 
teaching.  This  certificate  may  be  converted  into  the  Elementary 
School  Principal's  Certificate  whenever  the  requirements  of  that  cer- 
tificate are  met. 

(5)     Supervisor's   Certificate 

The  requirements  for  the  Supervisor's  Certificate  are  the  same  as 
those  for  the  Elementary  School  Principal's  Certificate.  However, 
the  State  Superintendent  of  Public  Instruction  may  require  of  ap- 
plicants desiring  to  become  supervisors  of  rural  schools  a  special- 
ization in  Rural  School  Supervision,  and  those  desiring  to  become 
elementary  supervisors  in  city  schools  a  specialization  in  City  School 
supervision. 

•  The  following  teachers'  certificates  are  issued: 

1.  High  School,  Classes  A,  B,  and  C 

2.  Grammar  Grade,  Classes  A,  B,  and  C 

3.  Primary,  Classes  A,  B,  and  C 

4.  Elementary,  Classes  A,  B,  and  Provisional  Elementary 

5.  Certificates  of  nonstandard  grade,  One-Year  Temporary  and  Pro- 

visional A  and  B 

Each  standard  teachers'  certificate  is  divided  into  three  classes,  of  which 
Class  A  is  the  highest,  and  represents  the  highest  academic  and  professional 
training  required  for  that  certificate.  The  difference,  as  a  rule,  between 
Class  A  and  Class  B,  or  between  Class  B  and  C  is  one  year  of  standard  col- 
lege work.  To  get  a  Class  A  certificate  the  applicant  must  be  a  graduate 
from  a  standard  A-grade  college  in  academic  or  scientific  courses  embracing 
120  hours,  at  least  18  of  which  shall  be  in  professional  subjects.  To  secure 
a  Class  B  certificate  the  applicant  must  present  three  years  of  standard  col- 
lege work,  in  academic  or  scientific  courses,  embracing  90  or  more  semester 
hours,  at  least  12  of  which  shall  be  in  professional  subjects.  To  secure  a 
Class  C  certificate  the  applicant  must  present  credits  for  two  years  of  stan- 
dard college  work  embracing  not  less  than  60  hours  in  academic  or  scien- 
tific courses,  at  least  6  of  which  shall  be  in  professional  subjects.  A  Class 
A,  Class  B,  or  Class  C  certificate  is  valid  for  five  years  and  must  be  either 
raised  or  renewed  on  or  before  the  expiration  of  the  five-year  period. 


180  Report  of  Educational  Commission 

The  Elementary  Teachers'  Certificates  are  valid  for  three  years  and  may 
be  renewed  after  their  expiration  provided  the  holder  presents  the  proper 
renewal  credits.  The  requirements  for  issuance  of  the  various  classes  of 
Elementary  Teachers'  Certificates  are  as  follows: 

Classes  of  Elementary  Teachers'  Certificates  and  Requirements  for 

Issuance 

1.  Class  A. 

This  certificate  may  be  obtained  in  either  of  the  following  ways: 

(a)  Credits  for  one  year  of  standard  college  work  in  academic  or 
scientific  courses,  embracing  30  semester  hours,  six  of  which 
shall  be  in  professional  subjects.  General  Psychology  will 
not  be  accepted  as  part  of  the  professional  credit. 

(b)  One  year's  standard  normal  school  credits,  consisting  of  the 
first  year's  work  of  a  two-year  normal  course. 

Graduates  of  accredited  high  schools  who  have  secured  additional 
credit  for  one  year's  work  in  the  approved  teacher  training  depart- 
ments of  the  high  schools  of  the  State. 

If  an  applicant  presents  30  semester  hours  of  standard  college  credit, 
but  fails  to  present  six  semester  hours  of  professional  credits,  cer- 
tificate of  Class  B  will  be  issued. 

2.  Class  B. 

Graduation  from  a  standard  high  school,  embracing  not  less  than  15 
units  of  high  school  work. 

In  addition  to  this  requirement,  the  applicant  must  present  credit 
for  two  units  of  summer  school  work. 

Note  1.  The  academic  credits  for  the  Elementary  B  Certificate  may 
be  secured  by  State  Examination,  but  the  professional  credits  must 
be  secured  in  a  summer  school.  The  examinations  will  be  based  on 
both  high  school  and  elementary  school  subjects  in  about  equal 
proportions. 

Note  2.  Original  professional  credit  for  the  Elementary  Certificate 
in  Class  A  cannot  be  obtained  in  a  county  summer  school. 

Note  3.  Applicants  who  have  completed  the  work  in  approved 
teacher  training  departments  of  the  high  schools  of  the  State,  and  who 
had  a  minimum  of  twelve  units  of  high  school  credit  before  entering 
upon  that  work,  will  be  issued  the  Elementary  Certificate  in  Class  B. 

Requirement  for  Renewal. 

Certificates  of  Class  A  and  B  must  either  be  raised  or  renewed  on 
or  before  the  expiration  of  the  three-year  period.  A  certificate  will 
be  renewed  when  the  applicant  secures  credits  for  one  summer  school 
or  the  equivalent  credits  from  some  standard  college. 
If  the  applicant  fails  to  present  the  proper  credits  for  renewal,  certi- 
ficate of  the  next  lower  class  will  be  issued. 


Part  II  1S1 

Provisional  Elementary  Teacher's  Certificate. 

Applicants  presenting  the  academic  credits  for  an  Elementary  Teach- 
er's Certificate,  Class  B,  but  not  presenting  the  professional  credits, 
may  be  issued  the  Provisional  Elementary  Teacher's  Certificate,  valid 
for  one  year. 

The  following  certificates,  based  on  county  summer  school  credit 
will  be  issued: 

One-Year    Temporary 

Provisional  A 

Provisional  B 

For  further  information  see  County   Summer  School  Manual. 
Special   certificates  valid  for  five  years   and  renewal  for   five  years 
are  issued  to  applicants  desiring  to  give  special  instruction  in  the 
following  subjects: 

Home  Economics  Agriculture 

Music  Physical  Training 

Drawing  or  Art  Manual  Training 

Commercial  Branches 

Such  certificates  do  not  entitle  the  holder  to  teach  any  branch  except 

the  one  specified  in  the  certificate. 

The  requirements  for  the  special  certificates  are  as  follows: 

Special  Certificate.     Class  A. 

Graduates  of  standard  colleges  must  offer  at  least  120  semester  hours 
of    college    work,    distributing    approximately    as    follows: 

1.  Sixty  or  more  semester  hours  in  the  special  subjects  in  which  certi- 
ficate is  desired  and  in  such  subjects  as  are  strictly  supplementary 
thereto.  At  least  six  semester  hours  shall  be  presented  in  methods  of 
instruction  in  the  special  subjects,  including  practice  teaching. 
Beginning  with  1925  the  applicant  should  offer  at  least  18  hours 
of  professional  work,  six  of  which  must  be  in  the  methods  in  the 
special    subject,    including    practice    teaching. 

2.  The   remaining   credit   may   be    offered   in   general   professional   and 
academic  work. 

Made  Valid  for  Life. 

At  the  first,  or  any  subsequent  renewal  period  this  certificate  may 
be  made  valid  for  life  by  presenting  satisfactory  evidence  of: 

1.  Successful  experience  of  at  least  five  years. 

2.  Credits  for  one  summer  school  or  the  equivalent  college  credits  special- 
izing in  the  subject  named  in  the  certificate. 

Special  Certificate.     Class  B. 

Applicants  must  present  credit  for  at  least  90  semester  hours  standard 
college  work,  distributed  approximately  as  follows: 
1.  Forty-five  or  more  semester  hours  in  the  special  subjects  in  which 
certificate  is  desired  and  in  such  subjects  as  are  strictly  supple- 
mentary thereto.  Six  of  these  shall  be  in  methods  of  instruction 
in  the  special  subject  or  subjects,  including  practice  teaching. 


182  .  Report  of  Educational  Commission 

Beginning  with   1925   the  applicant  should   offer   at  least  12   hours 
of  professional  work,  six  of  which  must  be  in  the  methods  in  the 
special  subject,  including  practice  teaching. 
2.     The  remaining  credit  may  be  offered  in  general  academic  and  profes- 
sional work. 

Special  Certificate.     Class  C. 

Applicants  must  present  credits  for  at  least  60  semester  hours  of 
standard  college  work,  distributed  approximately  as  follows: 

1.  Thirty  or  more  semester  hours  in  the  special  subjects  in  which 
certificate  is  desired  and  in  such  subjects  as  are  strictly  supple- 
mentary thereto. 

2.  The  remaining  credit  may  be  offered  in  general  academic  and  pro- 
fessional work,  six  of  which  shall  be  in  methods  of  instruction  in 
the  special  subject  or  subjects,  including  practice  teaching. 

Requirements  for  Renewal. 

The  Special  Certificate  of  either  class  will  be  renewed  for  a  period 
of  five  years  upon  satisfactory  evidence  of  credits  for  one  summer 
school  or  the  equivalent  academic  credits  specializing  in  subjects 
named  in  the  certificate. 

The  Division  of  Certification  has  recommended  courses  of  study  espec- 
ially appropriate  to  each  certificate.  A  description  of  these  courses  of  study 
is  to  be  found  in  Educational  Publication  No.  88,  Division  of  Certification 
No.  18,  1925.  Certificates  were  provided  for  the  primary  grade,  the  grammar 
grade  and  the  high  school  in  an  effort  to  differentiate  training  so  as  to  fit  a 
teacher  for  a  specific  position.  In  the  past,  however,  it  is  to  be  regretted 
that  teachers  who  held  high  school  certificates  have  been  allowed  to  teach  in 
the  elementary  grades.  After  next  year,  no  teachers  who  hold  high  school 
certificates  will  be  allowed  to  teach  in  the  elementary  schools. 

TABLE  XIII 

Question:  What  per  cent  of  the  total  number  of  teachers'  certificates  being 
issued  annually  are  high  school  certificates,  and  what  per  cent  are  elementary 
school  certificates? 

If  we  take  the  number  of  people  teaching  on  elementary  school  certificates 
and  the  number  of  people  teaching  on  high  school  certificates  during  the 
period  1921-22  to  1925-26,  we  see  a  marked  relative  increase  in  the  number  of 
teachers  holding  high  school  certificates.  For  instance,  in  the  year  1921-22 
out  of  the  15,254  certificates  for  white  teachers,  12,598  or  82  per  cent  lead 
to  positions  in  the  elementary  schools  and  2,656  certificates  lead  to  high 
school  teaching  positions  or  administrative  positions.  In  the  year  1925-26, 
of  the  17,332  valid  certificates  for  whites  12,616  or  72.79  per  cent  were  certif- 
icates leading  to  teaching  positions  in  the  elementary  schools. 

(Explanation  of  Table  XIII) — Table  XIII  is  to  be  read  in  the  following 
manner:  In  1926,  72.79  per  cent  of  all  of  the  teachers'  certificates  held  by 
white  teachers,  were  certificates  leading  to  teaching  positions  in  the  elemen- 
tary schools.) 


Part  II 


183 


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184  Report  of  Educational  Commission 


TABLE  XIV 

Question:  What  has  been  the  rate  of  improvement  in  type  of  certificate 
held  by  white  teachers  in  North  Carolina  during  the  period  1921-22  to 
1925-26? 

Since  the  certification  of  teachers  on  the  basis  of  training,  really  began  to  be 
effective  around  1921-22,  it  will  be  best  to  present  figures  showing  the  im- 
provement made  since  that  time.  Tables  showing  the  actual  number  of 
each  class  of  certificate  and  corresponding  per  cents  have  been  prepared  for 
both  of  the  races.  When  interpreting  these  tables  it  will  be  best  to  call  to 
mind  the  exact  meaning  of  the  word  "nonstandard"  as  applied  to  the  certifi- 
cation field.  In  North  Carolina  a  nonstandard  certificate  is  a  certificate  held 
by  a  teacher  whose  professional  preparation  constitutes  less  than  graduation 
from  an  accredited  high  school.  Since  no  teacher  is  allowed  to  teach  in  a 
secondary  school  in  North  Carolina  without  at  least  two  years  of  training 
beyond  high  school  graduation,  the  nonstandard  certificates  (i.e.  "non- 
standard" according  to  North  Carolina  terminology)  are  confined  to  the 
elementary  schools.  It  also  must  be  pointed  out  that  generally  accepted 
standards  call  for  at  least  two  years  of  training  beyond  high  school  gradua- 
tion as  being  the  minimum  amount  of  training  requisite  for  a  teaching  posi- 
tion in  the  elementary  schools  and  four  years  of  training  beyond  high 
school  graduation  is  considered  the  minimum  amount  of  training  requisite 
for  a  teaching  position  in  a  secondary  school. 

For  clarity's  sake  Tables  XIV  and  XV  will  be  separated  according  to  type 

of  school  and  according  to  race. 

t 

It  is  significant  to  note  when  inspecting  Table  XIV  that  whereas  18.95 
per  cent  of  the  white  teachers  in  North  Carolina  were  nonstandard  in 
1921-22,  only  5.95  per  cent  were  nonstandard  in  1925-26.  This  rate  of  im- 
provement is  indeed  most  encouraging. 

It  is  also  interesting  to  note  that  55.29  per  cent  of  all  of  the  white  teachers 
in  North  Carolina  have  had  two  or  more  years  training  beyond  high 
school  graduation. 

(Explanation  to  Table  XIV: — When  interpreting  Table  XIV  see:  Regula- 
tions Governing  Certificates  for  Teachers  in  North  Carolina  1925.  Pre- 
pared by  the  State  Board  of  Education.  Published  by  the  State  Superintendent 
of  Public  Instruction,  Raleigh,  N.  C.  Publication  No.  88,  Division  of  Certifi- 
cation No.  18.) 


Part  II 


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186  Repokt  of  Educational  Commission 


TABLE   XV 

Question:  What  has  been  the  rate  of  improvement  in  type  of  certificates 
held  by  negro  teachers  in  North  Carolina  during  the  years  1921-22  to  1925-26? 

The  figures  given  in  Table  XV  pertain  solely  to  the  negro  teaching  person- 
nel. 

Whereas  50.66  per  cent  of  all  of  the  negro  teachers  in  North  Carolina  were 
nonstandard  teachers  in  the  year  1921-22,  by  1925-26,  37.42  per  cent  were  non- 
standard. In  1921-22  only  14.71  per  cent  of  all  of  the  negro  teachers  in  North 
Carolina  had  had  two  or  more  years  of  training  beyond  high  school  gradua- 
tion, while  in  1925-26,  22.40  per  cent  of  all  the  negro  teachers  in  North  Caro- 
lina had  had  two  or  more  years  of  college  training.  These  figures'  will  indi- 
cate that  the  negro  teaching  personnel  is  making  steady  and  rapid  improve- 
ment. 

(Explanation  of  Table  XV: — When  interpreting  Table  XV  see;  Regulations 
Governing  Certificates  for  Teachers  in  North  Carolina  1925.  Prepared  by 
the  State  Board  of  Education.  Published  by  the  State  Superintendent  of 
Public  Instruction,  Raleigh,  N.  C.  Publication  No.  88,  Division  of  Certifica- 
tion No.  18.) 


Part  II 


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188  Report  of  Educational  Commission 

TABLE  XVI 

Question  (1):  What  has  been  the  rate  of  improvement  in  type  of  certif- 
icate for  the  elementary  grades  held  by  white  teachers  in  North  Carolina  dur- 
ing the  period  1921-22  to  1925-26? 

Question  (2):  Does  the  State  Educational  Commission  wish  to  go  on 
record  as  being  decidedly  of  the  opinion  that  just  as  much  training  is  required 
to  train  an  elementary  teacher  as  is  required  to  train  a  secondary  teacher? 

(For  answers  see  discussion  following.) 

When  interpreting  Table  No.  XVI  the  summary  figures  given  at  the  bottom 
of  the  table  are  due  especial  attention.  For  the  nation  at  large  two  years 
cf  training  with  professional  credits  beyond  high  school  graduation  constitute 
the  minimum  standard  of  training  for  an  elementary  teacher. 

38.57  per  cent  of  the  white  elementary  teachers  in  North  Carolina  measure 
up  to  those  suggested  standards. 

The  Educational  Commission  will  go  on  record  as  being  decidedly  of  the 
opinion  that  just  as  much  training  is  required  to  prepare  an  elementary 
teacher  as  is  required  to  prepare  a  secondary  teacher.  Two  outstanding  ar- 
guments supporting  this  view  are: 

1.  Any  year  in  a  child's  life  should  be  considered  equally  as  important 
as  any  other  year,  hence  a  child  of  say  six  years  of  age  deserves  an 
efficiently  trained  teacher  just  as  much  as  the  child  of  fourteen  years. 

2.  Although  the  high  school  teacher  must  be  specialized  in  one  or  two 
subjects  which  are  perhaps  more  difficult  to  master  than  the  subjects 
taught  in  the  elementary  school,  the  elementary  teacher  must,  on  the 
other  hand,  have  a  more  highly  diversified  training;  the  diversifica- 
tion of  subject  matter  taught  by  the  elementary  teacher,  which  may 
be  clearly  shown  by  an  analysis  of  the  elementary  school  curriculum,, 
would  counterbalance  the  specialization  called  for  by  the  secondary 
school  teacher. 

Since  a  standard  certificate  for  the  elementary  schools  in  North  Carolina 
is  two  years  under  the  national  standards  for  elementary  schools,  there  is 
immediate  need  for  working  out  transition  plans  which  will  bring  North 
Carolina  elementary  standards  up  to  those  for  the  country  at  large.  Assum- 
ing for  the  moment  the  justice  of  the  position  taken ;  namely,  that  an  elemen- 
tary teacher  requires  just  as  much  training  as  does  a  secondary  school  teacher, 
North  Carolina  must  not  content  herself  with  the  proposition  that  two  years 
beyond  high  school  are  sufficient  for  the  training  of  the  elementary  teacher, 
but  must  look  forward  to  the  day  when  four  years  of  training  beyond  high 
school  graduation  will  be  deemed  a  minimum  requirement.  North  Carolina, 
it  must  be  remembered,  is  two  years  below  the  suggested  national  standards 
for  high  schools  since  suggested  national  standard  for  high  schools  call  for 
four  years  of  training  beyond  graduation  from  an  accredited  high  school. 
Assuming  the  justice  of  national  standards  for  the  training  of  secondary 
teachers,  an  effort  should  be  made  to  bring  North  Carolina  up  to  national 
standards.  When  it  is  recommended  that  four  years  of  traing  be  required  for 
either  an  elementary  or  a  secondary  school  teacher  the  recommendation  is 
made  irrespective  of  race,  sex,  or  type  of  community.  Only  upon  such  a 
basis  may  equality  of  opportunity  in  education  be  achieved. 


Part  II 


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190  Report  of  Educational  Commission 

TABLE  XVII 

Question:  What  has  been  the  rate  of  improvement  in  type  of  certificate 
for  the  elementary  grades,  held  by  negro  teachers  in  North  Carolina  during 
the  period  1921-22  to  1925-26?  , 

This  table — just  as  in  the  case  of  Table  XVI — deals  solely  with  the  teach- 
ing personnel  in  elementary  schools.  The  figures  in  this  table  pertain  to  the 
negro  elementary  schools. 

It  is  to  be  regretted  that  only  15.11  per  cent  of  the  negro  elementary 
teachers  come  up  to  suggested  national  standards  for  a  teaching  position  in 
the  public  elementary  schools  and  that  approximately  41  per  cent  of  the  negro 
elementary  school  teachers  have  had  a  professional  preparation  less  than 
the  equivalent  of  high  school  graduation;  also  that  fifty-five  one  hundredths 
of  one  per  cent  of  the  negro  teachers  have  the  equivalent  of  four  years  of 
college. 

It  is  encouraging,  however,  to  note  the  steady  gain  made  by  the  negro 
teaching  personnel  in  its  professional  preparation  for  public  service  in  North 
Carolina. 

(Explanation  of  Table  XVII: — When  interpreting  Table  XVII  see:  Regula- 
tions Governing  Certificates  for  Teachers  in  North  Carolina  1925.  Prepared 
by  the  State  Board  of  Education.  Published  by  the  State  Superintendent  of 
Public  Instruction,  Raleigh,  N.  C.  Publication  No.  88,  Division  of  Certifi- 
cation No.  18.) 


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192  Import  of  Educational  Commission 


TABLE  XVIII 

Question:  What  has  been  the  rate  of  improvement  in  type  of  high  school 
certificates  held  by  white  teachers'  during  the  period  1921-22  to  1925-26? 

When  inspecting  this  table  it  must  be  borne  in  mind  that  every  teacher  who 
teaches  in  the  high  schools  of  North  Carolina,  irrespective  of  race,  must 
have  at  least  two  years  of  training  beyond  high  school  graduation.  The  sup- 
ply of  high  school  teachers  in  North  Carolina  is  such  that  in  the  very  near 
future  the  minimum  standard  of  training  required  will  be  three  years  of 
training  beyond  high  school  graduation.  Suggested  national  standards  for 
the  high  school  call  for  four  years  of  training  beyond  high  school  graduation. 
67.22  per  cent  of  the  white  high  school  teachers  in  North  Carolina  come  up 
to  this  suggested  standard. 

(Explanation  of  Table  XVIII:— When  interpreting  Table  XVIII  see: 
Regulations  Governing  Certificates  for  Teachers  in  North  Carolina  1925. 
Prepared  by  the  State  Board  of  Education.  Published  by  the  State  Superin- 
tendent of  Public  Instruction,  Raleigh,  N.  C.  Publication  No.  88,  Division 
of  Certification  No.  18.) 


Paet  II 


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194  Report  of  Educational  Commission 


TABLE  XIX 

Question:  What  has  been  the  rate  of  improvement  in  type  of  high  school 
certificates  held  by  negro  teachers  during  the  period  1921-22  to  1925-26? 

All  of  the  negro  teachers  in  North  Carolina  have  had  at  least  two  years  of 
training  and  professional  credits  beyond  high  school  graduation. 

Suggested  national  standards  for  a  high  school  teaching  position,  as  has 
already  been  mentioned,  call  for  four  years  of  training  with  professional 
credits  beyond  high  school  graduation.  Approximately  50  per  cent  of  the 
negro  teachers  in  North  Carolina  come  up  to  suggested  national  standards 
for  the  country  at  large. 

(Explanation  of  Table  XIX: — When  interpreting  Table  XIX  see:  ■  Regula- 
tions Governing  Certificates  for  Teachers  in  North  Carolina  1925.  Prepared 
by  the  State  Board  of  Education.  Published  by  the  State  Superintendent  of 
Public  Instruction,  Raleigh,  N.  C.  Publication  No.  88,  Division  of  Certifica- 
tion No.  18.) 


Past  II 


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196  Report  of  Educational  Commission 


TABLE   XX 

Question:  In  what  type  of  school  (elementary  or  high  school)  and  in 
what  type  of  community  (rural  or  urhan)  does  the  non-standard  teacher 
teach? 

The  word  non-standard  is  applicable  to  this  table  in  accordance  with  the 
terminology  particular  to  North  Carolina.  In  North  Carolina  a  non-standard 
teacher  is  a  teacher  whose  schooling  is  less  than  the  equivalent  of  high 
school  graduation.  Since  it  would  be  impossible  for  a  so-called  non-standard 
teacher  to  teach  in  the  high  schools  of  this  State,  all  of  these  people  designated 
as  non-standard  teachers  are  holding  teaching  positions  in  the  public  ele- 
mentary schools. 

Table  XX  shows  that  the  untrained  non-standard  teacher  has  been  going 
to  rural  communities.  This  has  been  true  because;  (a)  the  rural  com- 
munity has  been  unable  to  pay  the  better  trained  teacher,  and  because  (b) 
the  rural  community  has  not  fully  recognized  the  worth  of  employing  teachers 
with  superior  training. 

At  the  present  time,  perhaps  the  best  ways  of  improving  the  rural  school 
situation  are:  (a)  further  consolidation;  (b)  increasing  salaries;  (c)  in- 
creasing the  length  of  the  school  term  to  eight  months.  A  well  trained 
teacher  cannot  afford  to  teach  in  a  six-months  school. 

The  rural  school  child  should  not  be  subjected  to  the  untrained  teacher. 

(Explanation  of  Table  XX: — Table  XX  should  be  interpreted  in  the  follow- 
ing manner:  In  the  year  1919-20,  94.36  per  cent  of  all  of  the  white  non-stand- 
ard teachers  were  teaching  in  rural  communities.  In  1925-26,  98.06  per  cent 
of  all  of  the  white  non-standard  teachers  were  teaching  in  rural  communities. 
In  1925-26,  only  1.94  per  cent  of  all  of  the  white  non-standard  teachers  were 
teaching  in  cities.  This  means  that  the  non-standard  teacher  is  found  most 
often  in  the  rural  community.) 


Part  II 


197 


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2,306 
2,327 
2,358 
2,297 
2,084 

1.050 

2,289 
2,544 
2,762 
3,012 
3,485 

9.67 

5.51 
5.41 
5.60 

4.96 
3.93 

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35.17 
36.36 
37.87 
37.28 
34.98 

489 

805 

925 

1,046 

1,123 

1,219 

90.33 

94.49 
95.59 
94.40 
95.04 
96.07 

2,560 

2,179 
2,201 
,2,226 
2,183 
2,002 

53.43 

64.83 
63.64 
62.13 
62.72 
65.02 

561 

1,484 
1,619 
1,716 
1,889 
2,266 

1919-20 
1920-21 
1921-22 
1922-23 
1923-24 
1924-25 
1925-26 

Part  II  199 

CHAPTER   III 
The  Supply  and  Demand  for  Public  School  Teachers  in  North  Carolina 

PREFACE 

The  replacement  figures  in  Table  XXX  represent  a  "sampling"  study 
of  approximately  one-third  of  the  record  cards  for  teachers  on  file  in  the 
Division  of  Certification  at  the  State  Department  of  Public  Instruction, 
Raleigh,  North  Carolina.  The  service  records  of  every  teacher  who  has 
taught  in  the  public  schools  of  this  State  from  the  year  1922-25  up  to  the 
present  time  are  on  file  at  this  office.  The  demand  for  teachers  is,  of 
course,  either  for  teachers  to  fill  newly  created  positions  or  for  teachers  to 
fill  positions  left  vacant  as  a  result  of  teachers  withdrawing  from  the 
profession. 

The  figures  in  regard  to  tenure  and  turnover  were  secured  in  a  similar 
manner.  The  service  record  of  one-third  of  the  teachers  who  began  teaching 
in  1922-23  were  studied.  The  figures  as  to  teacher-supply  were  secured  by 
studying  the  service  records  of  all  the  teachers  who  have  taught  at  any 
time  anywhere  in  the  public  schools  of  North  Carolina  since  the  year  1922-23. 

The  supply  figures  given  in  this  section  pertain  only  to  teachers  who 
have  attended  the  regular  sessions  of  some  institutions  of  higher  learning. 
In  addition  to  this  group,  North  Carolina  is  receiving  at  the  present  time 
about  200  teachers  from  teacher  training  classes  in  high  schools.  The  rest 
of  the  teacher  supply  comes  through  summer  school  credits,  yet  the  per  cent 
of  well-trained  beginner  teachers  received  from  this  source  is  relatively 
negligible.  Summer  schools  in  the  main  are  used  for  the  renewal  or  raising 
of  certificates  held  by  persons  already  engaged  in  the  teaching  profession 
and  by  people  applying  for  Elementary  B  certificates. 

TABLE  XXI 

Question:  How  many  teachers  were  trained  by  institutions  of  higher 
learning  in  North  Carolina  during  the  school  year  ending  1925? 

In  Table  XXI  data  are  presented  showing  the  number  of  teachers  furnished 
for  the  public  schools  in  North  Carolina.  Separate  data  are  given  for  the  ele- 
mentary school  and  for  the  high  school.  The  information  is  further  separated 
according  to  race. 

North  Carolina  does  not  get  all  of  her  teachers  from  in-State  institutions. 
A  large  number  of  her  teachers  are  secured  from  out-of-State  institutions. 
Eventually  we  shall:  (1)  Ask  how  many  teachers  are  needed;  and  (2)  inquire 
what  the  supply  of  teachers  happens  to  be;  (3)  see  what  the  deficiency  is, 
if  any,  by  subtracting  the  supply  figures  from  the  demand  figures,  and  (4) 
inquire  as  to  how  many  institutions  of  a  certain  size  are  needed  to  train  a 
given  number  of  teachers.  The  figures  given  in  Table  XXI  are  inclusive  for 
both  State-owned  and  private  or  denominational  institutions  within  the  State. 


200  Kepoet  of  Educational  Commission 

TABLE  XXL— THE  SUPPLY  OF  TEACHERS  FURNISHED  BY  THE  INSTI- 
TUTIONS OF  HIGHER  LEARNING  IN  NORTH  CAROLINA  DURING 
THE  SCHOOL  YEAR  ENDING  1925 

I.     The  number  of  individuals  certificated  in  1925  by  in-State  institutions: 

1.  White:    (a)   Elementary   922 

(b)   High  School  777 

Total 1,699 

2.  Negro:    (a)   Elementary    76 

(b)   High  School 40 

Total 116 

II.     The  number  of  individuals  certificated  in  1925   from  in-State   institu- 
tions who  actually  taught  during  the  school  year  1926-27: 

1.  White:    (a)   Elementary    685 

(b)   High  School  552 

Total    1,237 

2.  Negro:    (a)   Elementary   63 

(b)   High  School  25 

Total 88 

III.  The  number  of  individuals  certificated  in  1925  from  in-State  institutions 
who  did  not  teach  during  the  school  year  1925-26: 

1.  White:    (a)   Elementary 237 

(b)   High    School 225 

Total 462 

I 

2.  Negro:    (a)  Elementary    13 

(b)  High   School  15 

Total    28 

IV.  The  number  of  individuals  certificated  in  1925  by  in-State  institutions: 

1.  White    1,699 

2.  Negro  116 

Total   1,815 


Part  II  201 


V.     The  number  of  individuals  certificated  in  1925  by  in-State  institutions, 
who  taught  in  1925-26: 

1.  White  1,237 

2.  Negro    88 

Total    1,325 

VI.     The  number  of  individuals  certificated  in  1925  by  in-State  institutions, 
who  did  not  teach  in  1925-26. 

1.  White    462 

2.  Negro    28 

Total  490 

TABLE  XXII 

Question:  What  was  the  amount  of  training  (in  years)  possessed  by  those 
individuals  certificated  on  the  basis  of  credits  received  at  institutions  of  higher 
learning  in  North  Carolina  in  1925 ;  how  many  from  this  group  actually  taught 
in  the  public  schools  of  North  Carolina  during  1925-26? 

The  "total"  figures  given  in  Table  XXII  are  most  interesting.  In  the  year 
1925,.  1,699  white  people  were  certificated  on  the  basis  of  credits  received  at 
North  Carolina  institutions  of  higher  learning:  1,237  of  these  taught  during 
the  school  year  1925-26,  while  462  did  not  teach  during  the  school  year  of 
1925-26.  One  hundred  and  sixteen  negroes  were  certificated  in  1925,  and  from 
this  group  88  taught  during  1925-26,  while  28  did  not  teach  during  1925-26. 

The  question  which  will  probably  arise  in  the  mind  of  the  reader  is,  "Why 
is  it  that  practically  one-third  of  those  who  were  certificated  in  1925  did  not 
teach  during  the  following  year?"  Some  of  the  causes  for  this  condition  are 
as  follows:  (1)  Many  individuals  who  applied  for  certificates  in  1925  had  no 
intention  of  ever  entering  the  teaching  profession.  (2)  Many  of  those  who 
applied  for  certificates  in  1925,  instead  of  entering  the  teaching  profession  the 
following  year,  returned  for  further  study  at  an  institution  of  higher  learning 
during  1925-26;  and  (3)  marriages  and  sickness  probably  prevented  others 
from  becoming  teachers  in  1925-26. 

(Explanation  of  Table  XXII:— Table  XXII  is  to  be  read  in  the  following 
manner:  Three  hundred  and  ninety-two  whites  received  teachers'  certifi- 
cates on  the  basis  of  one  year's  study  at  institutions  of  higher  learning  in 
North  Carolina  during  the  academic  year  ending  in  1925.  Of  the  392  white 
persons  receiving  certificates  on  the  basis  of  one  year's  credit,  247  actually  as- 
sumed teaching  positions  in  the  public  schools  of  North  Carolina  during  the 
school  year  of  1925-26,  while  145  did  not  teach  during  the  following  year. 
The  figures  given  in  Table  XXII  are  inclusive  for  both  State-owned  and 
private  institutions  within  the  State.) 


202 


Report  of  Educational  Commission 


TABLE  XXII—  AMOUNT  OF  TRAINING  (IN  YEARS)  POSSESSED  BY  THOSE  INDIVIDUALS 
CERTIFICATED  ON  THE  BASIS  OF  CREDITS  RECEIVED  AT  NORTH  CAROLINA  INSTI- 
TUTIONS IN  1925;  ALSO  THE  NUMBER  FROM  THIS  GROUP  WHO  TAUGHT  IN  KORTH 
CAROLINA  SCHOOLS  DURING  1925-26 


White 

Negro 

Total 

Number  Years  Training 

Taught 
1925-26 

Did 

not 

teach 

Total 

Taught 
1925-26 

Did 

not 

teach 

Total 

Taught 
1925-26 

Did 

not 
teach 

Total 

247 

443 

57 

486 

4 

145 

117 

16 

117 

7 

392 
560 

73 
663 

11 

14 

54 

1 

19 

3 
11 

14 

17 

65 

1 

33 

261 

497 

58 

505 

4 

143 

128 

16 

191 

7 

409 

625 

74 

696 

P.G 

11 

Total 

1,237 

462 

1,699 

88 

28 

116 

1,325 

490 

1,815 

TABLE  XXIII 


Question:  According  to  the  grade  of  certificate  held,  what  was  the  teacher 
"output"  of  the  institutions  of  higher  learning  in  North  Carolina?   (1925.) 

Table  XXIII  constitutes  a  study  of  the  certificates  granted  by  the  in- 
State  institutions  of  higher  learning. 

It  is  interesting  to  note  that  of  1,815  certificates  issued,  1,699  were  to 
whites  and  116  were  to  negroes.  922  of  the  white  certificates  were  elemen- 
tary certificates  and  777  were  high  school  certificates.  76  of  the  negro 
certificates  led  to  teaching  positions  in  the  elementary  schools,  and  40  to 
teaching  positions  in  the  high  schools. 

Of  those  certificated  who  actually  taught  during  1925-26,  there  were  685 
white  elementary  teachers,  552  white  high  school  teachers,  76  negro  elemen- 
tary teachers,  and  40  negro  high  school  teachers.  It  is  surprising  indeed  to 
note  the  small  number  of  negro  teachers  provided  by  our  in-State  institutions 
of  higher  learning  for  negroes. 

Table  XIII  is  to  be  read  in  the  following  manner: 

73  white  teachers  received  Elementary  B  certificates  as  a  result  of  credits 
received  for  study  at  institutions  of  higher  learning  in  North  Carolina 
during  the  school  year  ending  1925.  37  of  these  73  teachers  actually  taught 
in  the  public  schools  of  North  Carolina  during  the  school  year  1925-26.  36 
of  these  73  did  not  teach  in  the  public  schools  of  North  Carolina  during  the 
school  year  1925-26.) 


Part  II 


203 


TABLE  XXIII.— TEACHER  OUT-PUT  OF  INSTITUTIONS  OF  HIGHER  LEARNING  IN 
NORTH  CAROLINA  IN  1925  CLASSIFIED  ACCORDING  TO  GRADE  OF  CERTIFICATE 
HELD 


White 

Negro 

Total 

Type  of  Certificate 

Taught 

Did 

not 

Teach 

Total 

Taught 

Did 

not 

Teach 

Total 

Taught 

Did 

not 
Teach 

Total 

Elem.  B 

37 
207 

3 

43 
114 

59 

36 
107 

16 
9 

7 

73 
314 

3 

59 
123 
66 

4 
13 

1 

20 

1 

1 
3 

2 

3 
1 

5 

16 

1 

23 
2 

41 
220 

3 
44 
134 
60 

37 
110 

2 
16 
12 

8 

78 

Elem.  A 

330 

5 

Prim.  C -- 

60 

Prim.  B '_. 

146 

68 

G.  G.  Prov 

58 
126 
38 

8 
113 

73 
334 

17 

1 

23 

30 

9 

7 
43 
43 
99 

4 

3 
3 
11 
12 

81 
156 

47 

15 
156 
116 
433 

21 

4 
3 
12 
17 

10 
14 

1 

2 

11 
16 

68 
140 
38 

9 
119 

74 
351 

17 

1 

24 

32 

9 

8 
45 
46 

108 
4 

3 
3 
11 

12 

92 

172 

47 

H.  S.  Prov 

1 
6 
1 

17 

1 
2 
3 
9 

2 

8 

4 

26 

17 

H.  S.  C 

164 

H.  S.  B._. 

120 

H.  S.  A 

459 

H.  S.  P 

21 

4 

Spec.  C 

3 

Spec.  B 

1 
5 

1 

5 

12 

17 

Total 

1,237 

462 

1,699 

88 

28 

116 

1,325 

490 

1,815 

Elem.  Cert 

685 
552 

237 
225 

922 

777 

63 
25 

13 
15 

76 
40 

748 
577 

250 
240 

998 

H.  S.  Cert 

817 

TABLE  XXIV 


Question:  (a)  What  was  the  teacher  "output"  of  the  institutions  of 
higher  learning  in  North  Carolina  (academic  and  professional  work  beyond 
High  School  graduation  expressed  in  years)  for  the  year  1925,  and  (b)  how 
many  individuals  certificated  on  the  basis  of  credits  received  during  1925 
actually  taught  in  North  Carolina  during  the  school  year  1925-26? 

These  in-State  institutions  trained  1,325  teachers  in  1925  who  actually 
taught  in  the  public  schools  within  the  State  during  the  year  1925-26.  Of 
these  1,325  teachers  who  actually  taught,  1,237  were  white  teachers  and  88 
were  negro  teachers.  490  teachers  who  were  trained  by  in-State  institutions 
in  1925  did  not  teach  in  1925-26.  In  all,  therefore,  1,815  individuals  were 
trained  for  the  teaching  profession  in  North  Carolina  by  in-State  institutions. 

(Explanations  to  Table  XXIV: — The  bracketed  figures,  occurring  in  Table 
XXIV,  indicate  that  the  institutions  opposite  such  figures  are  negro  institu- 
tions.    Roman  numerals  indicate  the  number  of  years  presented  as  a  basis 


204 


Report  of  Educational  Commission 


TABLE  XXIV.— TABLE  SHOWING  TEACHER  'OUTPUT'  OF  INSTITUTIONS  OF  HIGHER 
LEARNING  (ACADEMIC  AND  PROFESSIONAL  WORK  BEYOND  HIGH  SCHOOL 
GRADUATION  EXPRESSED  IN  YEARS.  H924-25 


I 

II 

III 

IV 

P.  G. 

Institution 

Did 

teach 
1925-26 

Did 

not 

teach 

1925-26 

Did 
teach 
1925-26 

Did 

not 

teach 

1925-26 

Did 
teach 

1925-26 

Did 

not 
teach 
1925-26 

Did 

teach 
1925-26 

Did 

not 

teach 

1925-26 

Did 

teach 
1925-26 

Did 

not 
teach 
1925-26 

A. and  T 

(1) 
32 
34 
6 

(1) 
3 

18 
2 
2 

(2) 

Appalachian 

10 

2 
6 
2 
1 

1 

5 
3 

Asheville  Nor 

1 

2 

Atlantic  Chris 

6 

1 

Carolina 

Catawba 

5 

3 

2 

2 

Concordia 

CullowheeS.  N 

21 
4 
1 
8 

49 
4 

6 
5 

13 
1 

2 

1 
5 
10 

Davenport   

7 
2 
11 
5 

3 

4 

13 

68 
16 
22 

6 
19 

2 
10 

Duke 

5 

28 

5 

8 

149 

11 

(11) 
(16) 

2 

5 

9 

1 

1 

E.  C.T.  C 

Elon 

Elizabeth  City 

(4) 
(1) 

2 

2 

2 

(1) 

8 

1 
17 

1 

(1) 
2 

8 
4 
1 

Flora  MacDonald... 

2 
1 
2 

1 

10 
29 
16 

18 
12 
8 

Guilford 

High  Point 

(3) 
28 

(5) 

11 

(1) 

8 
(4) 

3 

5 

7 

3 

2 

(1) 
48 

4 
1 

2 

4 
(5) 

1 

5 
(1) 

5 

7 

2 

4 
(2) 

7 

3 
10 

7 
5 

8 

(4) 
28 

9 

7 
7 

2 

(1) 
11 

4 

5 

4 

1 

Mars  Hill 

1 

26 

16 

Mitchell 

(1) 
17 
2 

3 

4 

1 

1 
2 

(10) 
43 
2 
3 
6 
3 

(1) 
13 
1 

N.  C.  C.  W 

5 

4 

2 
1 

128 
10 

38 
3 

N.  C.  State  College  _ 

2 

14 
3 

2 

13 

5 

(3) 

1 

17 
(13) 
52 
30 

5 

(8) 
11 
12 

U.  N.  C 

3 
1 

(1) 

15 
11 

14 

5 
(9) 

3 

2 
3 

2 
2 

(3) 
2 

8 
2 

3 

3 

5 

(1) 

(1) 

Total 

261 

148 

497 

128 

58 

16 

505 

191 

4 

7 

14 

247 

3 
145 

54 
443 

11 

1 

16 

19 
486 

14 
177 

White 

117 

57 

4 

7 

Pakt  II  205 

of  credit  toward  a  certificate.    "P.  G."  is  an  abbreviation  for  "Post  Graduate" 
work.     The  Table  may  be  read  as  follows: 

There  was  one  negro  who  had  completed  two  years  of  work  at  A.  &  T. 
College  at  the  close  of  the  year  1924-25,  who  applied  for  a  teaching  position 
in  North  Carolina,  and  actually  taught  in  the  public  schools  of  North  Carolina 
during  the  following  year,  namely,  the  year  1925-26.) 

TABLE  XXV 

Question:.  How  many  teachers  were  certificated  on  the  basis  of  credits 
received  at  State-owned  institutions  of  higher  learning  in  1925?  How  many 
of  these  who  were  certificated  actually  taught  during  the  year  1925-26? 

Table  XXV  shows  the  number  of  teachers  who  were  certificated  by  State- 
owned  in-State  institutions  in  1925,  and  the  number  of  these  who  actually 
taught  in  the  public  schools  of  this  State  during  the  year  1925-26.  If  the 
State-owned  institutions  for  whites  are  ranked  in  terms  of  the  number  of 
teachers  they  gave  to  the  public  schools  of  North  Carolina  in  1926,  it  will  be 
found  that  North  Carolina  College  for  Women  ranks  first,  East  Carolina 
Teacher's  College  second,  The  University  of  North  Carolina  third,  Appala- 
chian Training  School  fourth,  Cullowhee  State  Normal  fifth,  and  North  Caro- 
lina State  College  sixth,  If  the  State-owned  institutions  for  negroes  are  ranked 
in  terms  of  the  number  of  teachers  they  gave  to  the  public  schools  in  1926,  it 
will  be  found  that  the  Fayetteville  State  Normal  School  ranks  first,  Winston- 
Salem  Teachers  College  second,  that  Elizabeth  City  State  Normal  and  the 
North  Carolina  College  for  Negroes  tie  for  third  place,  and  that  the  Agri- 
cultural and  Technical  College  ranks  fifth. 

It  will  be  noticed  that  the  private  and  denominational  colleges  are  turn- 
ing out  approximately  one-half  of  the  people,  who,  after  having  received 
training  at  higher  institutions  in  North  Carolina  become  school  teachers  in 
the  State's  public  school  system.  An  inspection  of  the  number  of  negro 
teachers  given  to  the  State's  public  school  system  by  in-State  institutions 
is  startling  indeed.  The  five-in-State  institutions  for  negroes  certificated  in 
1925  only  88  teachers,  and  of  those  only  55  taught  in  1925-26. 

The  low  figures  included  in  the  "Post  Graduate"  column  for  the  white  in- 
stitutions need  some  explanation.  Many  of  those  who  received  graduate  de- 
grees did  not  use  this  graduate  work  as  a  basis  of  application  for  a  certificate. 
Moreover  North  Carolina  is  receiving  many  teachers  who  receive  their  post- 
graduate training  in  out-of-State  institutions. 

(Explanation  to  Table  XXV: — The  data  are  separated  according  to  race. 
The  basis  of  credits  is  expressed  in  years.  The  Table  should  be  read  in  the 
following  manner: 

The  Appalachian  State  Normal  School  certificated  50  people  on  the  basis 
of  credits  received  in  1925,  42  of  these  did  teach  during  the  following  year 
(1925-26).  8  did  not  teach  during  the  following  year.  10  of  those  from  this 
same  institution  who  did  not  teach  were  certificated  on  the  basis  of  one  year's 
work  at  the  Appalachian  School.  32  who  did  teach  were  certificated  on  the 
basis  of  2  years'  work  at  the  Appalachian  School.  5  who  were  certificated 
but  did  not  teach  were  certificated  on  the  basis  of  one  year's  credits.  3  who 
did  not  teach  were  certificated  on  the  basis  of  two  years'  study  at  the  Ap- 
palachian School.) 


206 


Report  of  Educational  Commission 


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Part  II  207 


TABLE   XXVI 

Question:  How  many  people  received  credits  on  the  basis  of  work  done  at 
out-of-State  institutions  and  applied  for  teachers'  certificates  in  North  Caro- 
lina in  1925,  and  how  many  of  these  certificated  on  the  basis  of  credits  re- 
ceived at  out-of-State  institutions  actually  taught  in  North  Carolina  during 
the  school  year  1925-26? 

Naturally,  North  Carolina's  teacher  supply  is  received  from  two  sources: 
(1)  In-State  institutions;  and  (2)  Out-of-State  institutions.  A  study  of 
teacher  supply  in  the  State  would  be  incomplete  if  the  study  did  not  include 
an  analysis  of  the  number  of  teachers  who  have  been  trained  by  out-of-State 
institutions.  In  the  year  1925,  210  out-of-State  institutions  trained  individuals 
who  became  teachers  in  North  Carolina's  public  schools  during  1925-26. 
140  of  these  institutions  were  institutions  for  whites  only;  29  of  these  in- 
stitutions were  for  negroes  only  and  41  of  these  institutions  were  engaged  in 
the  training  of  both  white  and  negro  teachers.  The  majority  of  these  teachers 
entering  the  teaching  profession  of  the  State,  after  having  received  their  train- 
ing in  out-of-State  institutions  assume  teaching  positions  in  the  high  school. 
This  tendency  of  teachers  trained  by  out-of-State  institutions  to  apply  for  high 
school  teaching  positions  in  North  Carolina  rather  than  elementary  teaching 
positions  holds,  regardless  of  race.  Summary  data  as  to  the  teacher  supply 
in  North  Carolina  secured  from  out-of-State  institutions  for  the  period  being 
studied  is  given  in  Table  XXVI. 

(Explanation  of  Table  XXVI: — The  information  given  in  Table  XXVI  is 
separated  according  to  race  and  type  of  school.  When  comparing  the  1925 
"Output"  of  out-of-State  institutions  and  within-the-State  institutions,  it 
must  be  borne  in  mind  that  in  1925  any  out-of-State  person  could  apply  for 
a  certificate.  In  1926,  however,  no  out-of-State  person  was  granted  a  certificate 
unless  that  individual  actually  assumed  a  teaching  position  in  the  public 
schools  of  North  Carolina. 

A  "mixed"  institution  is  an  institution  training  both  white  and  negro  per- 
sons.  It  is  safe  to  approximate  that  75  per  cent  of  the  persons  coming 
from  "mixed"  institutions  were  whites.) 

TABLE  XXVI.— NUMBER  OP  PERSONS  RECEIVING  CREDITS  PROM 
OUT-OF-STATE  INSTITUTIONS  WHO  APPLIED  FOR  TEACHERS' 
CERTIFICATES  IN  NORTH  CAROLINA  IN  1925,  AND  NUMBER  OF 
THESE  WHO  ACTUALLY  TAUGHT  IN  1925-26 

I.     Number  of  out-of-State  institutions  represented: 

1.  White  140 

2.  Negro  29 

3.  Mixed    41 

Total    210 


208  Report  of  Educational  Commission 

II.     Number  of  individuals  trained  by  out-of-State  institutions  who  applied 
for  certificates  in  1925: 

1.  White:      Elementary,  283;      High  School  470 

2.  Negro:      Elementary,     70;      High  School  89 

Total:  353;  559 

III.  Number  of  individuals  trained  by  out-of-State  institutions  who  applied 
for  certificates  in  1925  and  actually  taught  in  North  Carolina  in  1925-26: 

1.  White:     Elementary,  167;      High  School  251 

2.  Negro:      Elementary,     35;      High  School  46 

Total:  202;  297 

IV.  Number  of  individuals  trained  by  out-of-State  institutions  who  applied 

in  1925  for  a  North  Carolina  teacher's  certificate,  but  who  did  not  teach 
in  North  Carolina  in  1925-26: 

1.  White:      Elementary,  116;      High  School  219 

2.  Negro:      Elementary,     35;      High  School  43 

Total:  151;  262 

TABLE   XXVII 

Question:  Prom  what  States  did  North  Carolina  secure  teachers  for  her 
public  schools  during  the  year  1925-26? 

The  table  given  on  the  opposite  page  shows  from  what  States  North  Caro- 
lina draws  many  of  her  teachers.  It  will  be  noticed  that  the  States  adjoining 
North  Carolina  are  the  States  which  contribute  most  to  her  teaching  per- 
sonnel. 

The  information  is  given  according  to  race.  The  column  headed  "mixed" 
indicates  that  the  teacher  came  from  an  institution  which  admitted  both 
white  and  negro  students.  It  is  safe  to  estimate  that  75  per  cent  of  those 
indicated  in  the  column  headed  "mixed"  were  whites  and  that  25  per  cent 
were  negro  teachers. 

(Explanation  of  Table  XXVII:— The  data  included  in  Table  XXVII  are 
separated  according  to  race.  Table  XXVII  is  to  be  read  in  the  following 
manner : 

From  the  State  of  Alabama,  11  people  applied  for  North  Carolina  cer- 
tificates on  the  basis  of  credits  received  in  1925.  4  of  those  applying  for 
certificates  actually  taught  in  the  public  schools  of  North  Carolina  during  the 
year  1925-26.  7  did  not  teach.  Of  the  11  applying  for  certificates,  10  were 
whites,  and  one  was  a  negro.  The  negro  to  whom  a  certificate  was  granted 
did  not  teach  in  North  Carolina  during  the  year  1925-26.  4  of  the  whites 
applying  on  the  basis  of  credits  received  in  1925  actually  taught  during 
1925-26.     6  did  not.) 


Part  II 


209 


TABLE  XXVII— NUMBER  OF  TEACHERS  CERTIFICATED  FROM  OUT-OF-STATE  INSTI- 
TUTIONS IN  1925,  AND  NUMBER  WHO  TAUGHT  IN  NORTH  CAROLINA  IN  1925-26 


White 

Negro 

Mixed 

Total 

State 

Did 

Did 

not 

Did 

Did 
not 

Did 

Did 

not 

Did 

Did 

not 

4 

6 
1 

1 

4 

7 

1 

1 

1 

3 

3 

1 

1 

D.  C 

4 
1 

44 
1 

13 
1 
1 

12 

14 
2 

4 

Florida 

3 
60 

8 

1 

3 

79 
11 

5 

21 
23 
9 
1 
3 
8 
1 
2 
9 
8 
1 
1 

13 
164 

26 

2 

100 

2 

1 

19 

21 

65 

3 
4 

4 
5 
3 
1 

5 

18 

4 

2 

20 
21 

1 

1 
8 

1 

1 

13 

13 

1 
1 
1 

1 

2 

1 

16 

17 

3 

7 
1 
1 

5 
12 

6 

1 

5 

17 

1 
9 

8 

11 
3 

11 

Ohio 

3 

1 

1 

4 

153 

1 

1 

10 

77 

9 
11 

15 
11 

4 

29 

88 

1 

1 

21 
2 

86 
2 

19 
1 

58 
4 

5 
14 

7 
1 
8 
2 

26 

2 

66 

6 

Total 

400 

290 

69 

86 

29 

36 

498 

421 

TABLE  XXVIII 


Question:  What  was  the  supply  of  teachers  furnished  by  the  institutions 
of  higher  learning  in  North  Carolina  during  the  school  year  ending  1926? 

It  is  regretted  that  the  period  of  time  in  which  this  report  was  prepared 
was  too  short  to  permit  a  detailed  study  of  the  teacher  supply  for  North 
Carolina  over  a  period  of  years.  The  data  presented  in  the  preceding  tables 
necessitated  a  supply  of  approximately  55,000  record  cards.  It  is  believed, 
however,  that  the  data  will  give  illuminating  suggestions.  A  "sampling" 
study  of  the  people  who  were  certificated  in  1926  indicates  that  in  the  future 
North  Carolina  must  depend  more  and  more  upon  its  own  resources  for  the 
training  of  its  teachers.  That  North  Carolina  is  meeting  this  need  in  part 
is  shown  by  the  data  presented  in  Table  XXVIII. 


210  Report  of  Educational  Commission 

The  1926  column  represents  the  tabulation  of  data  on  hand  at  the 
State  Department  of  Education  up  to  October  26.  Had  all  of  the  budgets 
been  received  from  the  city  and  county  superintendents  in  the  State,  a  com- 
plete review  for  the  year  would  have  been  undertaken.  Approximately 
85  per  cent  of  the  applications  for  certificates  on  the  basis  of  training  re- 
ceived in  1926  are  included  in  the  figures  given.  If  present  indications 
are  justified,  the  supply  of  teachers  from  institutions  of  higher  learning 
in  North  Carolina  for  the  year  ending  1926  will  be  in  excess  of  the  supply 
of  teachers  furnished  by  North  Carolina  institutions  in  the  academic  year 
ending  1925.  Approximately  2,382  new  certificates  will  be  issued  to  whites, 
and  approximately  223  certificates  will  be  issued  to  negroes.  Those  figures 
obviously  are  a  marked  increase  over  the  1925  figures.  By  the  date  men- 
tioned, persons  trained  by  136  out-of-State  institutions  had  applied  for 
certificates  to  teach  in  the  public  schools  of  North  Carolina. 

(Explanation  to  Table  XXVIII) :  The  data  are  separated  according  to  type 
of  school  and  race.  Two  columns  are  given.  One  column  deals  with 
the  number  of  individuals  certificated  on  the  basis  received  in  1925;  the 
other  column  deals  with  the  number  of  persons  certificated  on  the  basis  of 
credits  received  in  1926. 

The  budget  reports  were  not  complete  on  the  date  on  which  this  tabulation 
was  made.  It  was  therefore  impossible  to  tell  how  many  of  those  teachers 
certificated  on  the  basis  of  credits  received  in  1926  are  actually  teaching  in 
the  public  schools  at  the  present  time.) 

TABLE  XXVIII.— SUPPLY  OF  TEACHERS!  FURNISHED  BY  INSTITU- 
TIONS OF  HIGHER  LEARNING  IN  NORTH  CAROLINA  DURING 
SCHOOL  YEAR  1925-26. 

1.     The  number  of  individuals  certificated  in  1926  by  in-State  institutions: 

1.  White:  1925         1926 

a.  Elementary     922         1,164 

b.  High    School 777  861 

Total 1,699         2,025 

2.  Negro: 

a.  Elementary    76  127 

b.  High  School  40  63 

Total    116  190 


TABLE   XXIX 

Question:  How  many  teachers  began  teaching  in  the  public  schools  of 
North  Carolina  during  the  school  year  1926-27,  on  the  basis  of  credits  re- 
ceived from  out-of-State  institutions  in  1926? 


Part  II  211 

Table  XXIX,  which  is  probably  15  per  cent  under  the  total  supply 
which  this  State  will  have  received  during  the  year  1926-27,  is  well  worth 
considering.  By  the  end  of  the  year,  a  total  of  216  elementary  teachers  and 
320  high  school  teachers  will  have  been  received  from  out-of-State  institutions. 

When  interpreting  Table  XXIX,  the  figures  as  to  the  number  of  individuals 
from  out-of-State  institutions  applying  for  North  Carolina  teachers'  certifi- 
cates should  be  compared  with  the  number  of  teachers  trained  by  out-of- 
State  institutions  who  actually  began  teaching  in  the  schools  of  this  State 
during  the  year  1925-26.  In  the  year  1925,  not  all  of  the  people  who  applied 
for  certificates  actually  taught  during  1925-26.  In  the  following  year,  no 
teacher  was  permitted  to  have  a  certificate  unless  the  teacher  actually  en- 
tered the  teaching  service  in  this  State.  It  is  seen  that  the  number  of  teach- 
ers secured  for  each  of  these  two  years  from  out-of-State  institutions  was 
practically  the  same.  The  proportion  of  teachers  that  we  are  receiving  from 
out-of-State  institutions  is  not  increasing  at  as  rapid  a  rate  as  the  increase  in 
the  number  of  teachers  this  State  is  employing  with  each  succeeding  year. 
This  means  North  Carolina  must  depend  more  and  more  upon  its  in-State 
institutions  for  the  supply  of  teachers  for  her  public  schools. 

(Explanation  to  Table  XXIX: — It  is  important  to  remember  that  the 
number  of  people  certificated  in  1926  must  be  compared  with  the  number 
of  people  applying  for  certificates  in  1925  and  actually  teaching.  Each 
teacher  certificated  in  1926  actually  assumed  a  teaching  position  in  the 
North  Carolina  public  schools.) 


TABLE  XXIX.— NUMBER  OP  PERSONS  RECEIVING  CREDITS  FROM 
OUT-OF-STATE  INSTITUTIONS  WHO  APPLIED  FOR  NORTH  CARO- 
LINA TEACHER'S  CERTIFICATES  IN  1926 

I.     Number  of  out-of-State  institutions  represented: 

1.  White    Ill 

2.  Negro    15 

3.  Mixed    6 

4.  No  data  available 4 

Total    136 

II.     Number  of  individuals  from  out-of-State  institutions  applying  for  North 
Carolina  Teacher's  Certificates: 

1.  White:      Elementary,  168;     High  School  223 

2.  Negro:      Elementary,     16;     High  School  45 

3.  No  data:     Elementary,       ;      High  School  4 

Total  184;  272 


212  Report  of  Educational  Commission 


TABLE  XXX 

Question:  What  is  the  rate  of  replacement  or  withdrawal  for  the  teaching 
profession  in  North  Carolina? — in  other  words,  how  many  teachers  leave 
the  teaching  profession  annually? 

Fortunately  the  State  Department  of  Public  Instruction  has  on  file  com- 
plete data  cards  for  every  teacher  that  has  taught  in  the  public  schools  of 
North  Carolina  1922-23  to  1925-26.  In  answering  the  question  advanced, 
a  beginnner  teacher  for  any  year  was  defined  as  a  teacher  whose  period  of 
service  began  in  the  year  mentioned;  for  instance,  a  beginner  teacher  for 
the  school  year  1922-23  would  be  a  person  who  had  never  taught  in  any 
school  anywhere  in  North  Carolina  previous  to  the  year  1922-23.  In  laying 
down  this  admittedly  broad  definition  it  is  assumed  that  when  a  teacher 
moves  from  one  county  in  North  Carolina  to  another  county  in  North  Caro- 
lina, or  from  one  city  in  North  Carolina  to  another  city  in  North  Carolina 
that  teacher  does  not  represent  a  loss  to  the  teaching  profession  in  North 
Carolina.  This  definition  admittedly  is  broad  enough  to  assume,  moreover, 
that  a  teacher  who  taught  in  North  Carolina  during  1919-20  then  left  the 
State  for  a  period  of  years  returning  in  1922-23  does  not  deserve  to  be 
classed  in  1922-23  as  a  "new"  or  beginner  teacher  in  North  Carolina.  Fur- 
ther, that  a  teacher  who  has  had  teaching  experience  in  some  other  state, 
but  who  has  never  had  teaching  experience  in  North  Carolina  is  a  "new" 
teacher  during  the  first  year  of  her  service  in  the  institutions  of  the  State 
of  North  Carolina.  To  recapitulate,  a  "new"  teacher  for  any  particular  year 
is  a  teacher  who  is  teaching  within  the  State  for  the  first  time  during  that 
particular  year.  (Later  on  an  effort  will  be  made  to  show  the  number  of 
persons  annually  moving  from  one  teaching  position  to  another  teaching 
position  within  the  State.) 

(Explanation  of  Table  XXX: — Table  XXX  should  be  read  in  the  following 
manner:  It  will  be  noted  that  there  has  been  a  decline  in  "the  per  cent  of 
teachers  wlio  were  beginners"  during  the  three  year  period  included  in  Table 
XXX.  Higher  standards  of  training  mean  an  increase  in  the  length  of  time  a 
teacher  remains  within  the  profession.  A  (X)  in  Table  XXX  indi- 
cates that  the  figure  given  is  multiplied  by  the  figure  just  above. 
A  ( — )  indicates  that  the  figure  is  subtracted  from  the  figure  just  above. 
In  Item  9  for  1925-26  an  "inadequately  prepared  new  teacher"  designates  an 
individual  who  has  not  had  as  much  as  one  years  work  at  an  institution  of 
higher  learning.  When  reading  this  figure  it  must  be  borne  in  mind  that  not 
one  years  work  but  two  years  work  constitute  the  suggested  minimum  stand- 
ard for  a  teaching  opsition  in  the  elementary  school.  When  this  table  is  con- 
sidered therefore  it  must  be  remembered  that  the  shortage  is  much  more 
acute  than  the  figures  presented,  also  that  all  of  these  inadequately  pre- 
pared new  teachers  mentioned  in  Table  XXX  are  entering  the  public  ele- 
mentary schools  in  North  Carolina.) 


Part  II 


213 


TABLE    XXX.— NUMBER    OF    TEACHERS    LEAVING    THE    TEACHING    PROFESSION 
ANNUALLY  IN   NORTH  CAROLINA 


1922-23 


1.  Total  number  of  teaching  positions 

2.  Per  cent  of  teachers  who  were  beginners 

3.  Actual  number  of  beginners 

4.  Number  of  teachers  needed  to  fill  newly  created  teaching  positi  one 

(i.e.  increase  in  number  of  teaching  positions  over  the  preced  ing 
year) 

5.  Number  of  new  teachers  needed  to  fill  positions  left  vacant 

through  withdrawals  of  teachers  from  the  teaching  profession. 

1923-24 

1.  Total  number  of  teaching  positions 

2.  Per  cent  of  teachers  who  were  beginners 

3.  Actual  number  of  beginners 

4.  Number  of  teachers  needed  to  fill  newly  created  teaching  positions 

(i.e.  increase  in  number  of  teaching  positions  over  the  preceding 
year) — 

5.  Number  of  new  teachers  needed  to  fill  positions  left  vacant 

through  withdrawals  of  teachers  from  the  teaching  profession 

1924-25 

1.  Total  number  of  teaching  positions 

2.  Per  cent  of  teachers  who  were  beginners 

3.  Actual  number  of  beginners 

4.  Number  of  teachers  needed  to  fill  newly  created  teaching  positions 

(i.e.  increase  in  number  of  teaching  positions  over  the  preceding 
year) 

5.  Number  of  new  teachers  needed  to  fill  positions  left  vacant 

through  withdrawals  of  teachers  from  the  teaching  profession. 

192.5-26 

1.  Total  number  of  teaching  positions 

2.  Per  cent  of  teachers  who  were  beginners 

3.  Actual  number  of  beginners 

4.  Number  of  teachers  needed  to  fill  newly  created  teaching  positions 

(i.e.  increase  in  number  of  teaching  positions  over  preceding 
year) 

5.  Number  of  new  teachers  needed  to  fill  positions  left  vacant 

through  withdrawals  of  teachers  from  the  teaching  profession. 

6.  Supply  of  teachers  received  from  higher  institutions  (in  state  and 

out-of-state  institutions) 

7.  Total  number  of  new  teachers  needed 

8.  Minus  output  higher  institutions 

9.  Inadequately  prepared  new  teachers  - 


15,665 

(X).29 

4,542.85 


(— )467.00 
4,075.85 


16,382 

(X).27 
4,423.14 


(—  )717.00 
3,706.14 


17,332.00 

(X).23 

3,986.36 

384.00 

3,602.36 

1,655.00 

3,986.36 

(— )1,655.00 

2,331.36 

Negro 


4,871 
(X).27 
1,315.17 


(— )276.00 
1,039.17 


5,120 
(X).30 

1,536.00 


249.00 
1,287.00 


16,948.00 

5,309.00 

(X).27 

(X).24 

4,575.96 

1,274.16 

(— )566.00 

(— )189.00 

4,009.96 

1,085.16 

5,569.00 

(X).21 

1,169.49 

260.00 

909.49 

169.00 

1,169.49 

(— )169.00 

1,000.49 

214  Report  of  Educational  Commission 


TABLE  XXXI 

Question:  To  what  extent  does  the  amount  of  training  possessed  by  a 
teacher  effect  the  teachers'  stay  within  the  teaching  profession  in  North 
Carolina? 

An  inspection  of  the  table  found  on  the  opposite  page  will  show  that  in 
the  group  of  white  teachers  who  taught  four  years  the  largest  per  cents  are 
opposite  the  higher  grades  of  certificates.  Those  teachers  who  hold  cer- 
tificates lower  than  the  Elementary  A  Certificate  are  not  as  likely  to  remain 
for  four  years  of  service  as  those  teachers  who  hold  certificates  of  a  higher 
grade.  The  negro  elementary  teachers  by  their  service  records  indicate  the 
same  tendency  though  the  evidence  is  not  so  conclusive. 

The  per  cent  column  for  the  white  high  school  teachers  (see  Table  XXXII) 
who  taught  for  two  years  indicates  a  correlation  between  length  of  tenure, 
and  amount  of  professional  preparation;  similar  evidence  is  found  in  the 
per  cents  for  the  group  of  teachers  who  remain  in  the  teaching  profession 
for  four  years.  The  service  records  for  negro  high  school  teachers  who 
remain  in  service  for  two  years  indicate  a  correlation  between  training  and 
tenure.  There  is  no  evidence  of  correlation  in  the  other  groups  of  negro 
high  school  teachers. 

(Explanation  of  Table  XXXI: — Table  XXXI  is  to  be  read  in  the  follow- 
ing manner:  Of  the  2,675  white  elementary  teachers,  1,144  remained  in 
service  for  one  year;  737  remained  in  service  for  two  years;  515  remained 
in  service  for  three  years;  and  279  remained  in  service  for  four  years. 
Sixty-nine  per  cent  of  the  Provisional  B  teachers  remained  in  service  for 
one  year,  21  per  cent  for  two  years;  9  per  cent  for  three  years;  and  1 
per  cent  for  four  years.  The  average  number  of  years  of  service  was  2.47 
years.  These  figures  pertain  to  teachers  who  began  teaching  in  1922-23,  and 
have  taught  for  one,  two,  or  three  or  four  years.) 


PabtII 


215 


TABLE   XXXI.— TABLE   SHOWING    THE   EFFECT   OF   AMOUNT   OF   TRAINING   UPON 
LENGTH  OF  TENURE  FOR  THE  TEACHING  PROFESSION  IN  NORTH  CAROLINA 


White 


Number  Years  of  Service 

Type  of  Certificate 

I 

II 

III 

IV 

Total 
(Mean 

No. 

% 

No. 

or 
/o 

No. 

% 

No. 

% 

2.47 
years) 

Prov.  B 

55 

60 

23 

76 

328 

243 

9 

93 

195 

62 

69 
52 
17 
70 
44 
41 
65 
43 
44 
28 

17 

43 

54 

18 

185 

176 

1 

52 

121 

70 

21 
37 
37 

17 
25 
30 
07 
24 
28 
32 

7 
6 

56 

8 

166 

104 

2 

32 
82 
52 

09 
05 
38 
07 
22 
18 
14 
15 
19 
23 

1 

7 
12 

6 
63 
70 

2 

38 
42 
38 

01 
06 
08 
06 
09 
11 
14 
18 
09 
17 

80 

Prov.  A 

116 

145 

108 

Elem.  B 

742 

Elem.  A 

593 

Prov.  Prim.  Gram.  C 

14 
215 

440 

222 

1,144 

737 

515 

279 

2,675 

Negro 


Prov.  B 

32 
63 
31 
35 
101 
19 

68 
76 
13 
74 
43 
29 

10 

17 
62 
7 
78 
15 

21 
21 
27 
15 
33 
23 

4 

2 

118 

3 

41 

15 

09 
02 
51 
06 
17 
23 

1 

1 

22 

2 

15 

16 

1 

5 

5 

2 

02 
01 
09 
05 
07 
25 

100 
20 
09 

100 

47 

Prov.  A.. 

83 

233 

47 

Elem.  B 

Elem.  A 

235 
65 

1 

10 

29 

38 
52 

7 
12 

27 
21 

4 
10 

15 

18 

26 

Prim.  Gram.  B 

56 
2 

Total.. 

320 

208 

197 

70 

795 

216 


Report  of  Educational  Commission 


TABLE  XXXII 

Question  1:  To  what  extent  does  race  affect  the  length  of  tenure  for  the 
teaching  profession  in  North  Carolina? 

The  mean  length  of  tenure  for  white  elementary  teachers  was  2.47  years. 
The  mean  length  of  tenure  for  negro  elementary  teachers  was  2.52  years. 
On  this  meagre  basis,  therefore,  it  may  be  said  that  the  negro  elementary 
teacher  and  the  white  elementary  teacher  remain  in  service  for  just  about 
the  same  period  of  time.  The  mean  period  of  service  for  white  high  school 
teachers  is  2.27  years.  The  mean  period  of  service  for  negro  high  school 
teachers  is  2.31  years.  The  average  period  of  tenure  for  the  two  races, 
therefore,  is  practically  the  same.  The  negro  teacher  on  the  average,  re- 
mains in  service — in  both  the  elementary  and  in  the  high  school — for  a 
slightly  longer  period  of  time  than  the  white  teacher. 

Question  2:  To  what  extent  does  the  type  of  school  (I.e.  elementary 
school  or  high  school)  affect  length  of  tenure  for  the  teaching  profession 
in  North  Carolina? 

As  has  already  been  stated,  the  mean  length  of  tenure  for  the  different 
types  of  schools  are  as  follows: 

A.  Elementary 

1.  White   2.47   yrs 

2.  Negro  2.52  yrs 

B.  High  School 

1.  White  2.27  yrs 

2.  Negro  2.31  yrs 

(Explanation  of  Table  XXXII:— Table  XXXII  is  to  be  read  in  the  following 
manner:  1,098  service  records  for  white  high  school  teachers  were  studied; 
584  teachers  remained  in  service  for  only  one  year,  266  remained  for  two 
years,  170  for  three  years,  and  78  remained  for  four  years.  The  mean  period 
of  tenure  for  the  white  high  school  teacher  was  2.27  years.  It  must  be  re- 
membered, however,  that  the  period  of  time  studied  was  confined  to  a  four 
year  period.  These  figures  pertain  to  teachers  who  began  teaching  in  1922- 
23  and  have  taught  for  one,  two,  three  or  four  years.) 

TABLE  XXXII.— TABLE  SHOWING  THE  EFFECT  OF  RACE  AND  TYPE  OF  SCHOOL  UPON 
TENURE  FOR  THE  TEACHING  PROFESSION  IN  NORTH  CAROLINA 

White 


Number  Years  of  Service 

Type  of  Certificate 

I 

II 

III 

IV 

Total 
(Mean 

No. 

% 

No. 

% 

No. 

% 

No. 

% 

2.27 
years) 

Prov.  C 

18 
104 
146 
316 

72 
56 
56 
50 

5 
40 
63 
158 

20 
21 
24 
25 

2 
10 
17 
49 

08 
05 
07 
08 

25 

Grade  C._ 

33 
33 
104 

18 
13 
17 

187 

Grade  B 

259 
627 

Total.. 

584 

266 

170 

78 

1,098 

PabtII 


217 


Negro 


Number  Years  of  Service 

Type  of  Certificate 

I 

II 

III 

IV 

Total 
(Mean 

No. 

% 

No. 

/o 

No. 

/o 

No. 

% 

2.27 
years) 

Prov.  C.„ 

1 
9 
11 
16 

50 
37 
44 
40 

1 

8 
9 
19 

50 
33 
36 

48 

2 

Grade  C 

6 
3 
4 

25 
12 
10 

1 
2 
1 

05 
08 
02 

24 

Grade  B 

25 

40 

Total 

37 

37 

13 

4 

91 

TABLE  XXXIII 


Question  1:  To  what  extent  does  sex  affect  length  of  tenure  for  the 
teaching  profession  in  North  Carolina? 

In  the  white  elementary  schools  women  are  more  liable  to  teach  through 
four  years  of  service  than  men.  In  the  negro  elementary  schools  the  men 
teach  for  a  longer  period  of  time  than  the  women.  In  the  rural  white  high 
schools  women  teach  longer  than  men.  In  the  city  white  high  schools  men 
teach  longer  than  women.  In  the  negro  high  schools  regardless  of  type  of 
community  the  period  of  service  for  men  is  longer  than  the  period  of 
service  for  women. 

Question  2:  To  what  extent  does  the  type  of  community  (rural  or  urban) 
affect  the  length  of  tenure  for  the  teaching  profession  in  North  Carolina? 

Fewer  rural  white  teachers  remain  in  the  teaching  profession  than  do 
city  white  teachers  who  teach  in  the  elementary  schools.  A  smaller  per 
cent  of  negro  elementary  teachers  remain  in  the  teaching  profession  for 
four  years  than  is  the  case  for  negro  city  teachers  of  elementary  grade. 

The  tenure  for  rural  white  high  school  teachers  is  practically  identical 
to  the  tenure  for  city  white  high  school  teachers.  The  per  cent  of  negro  high 
school  teachers  who  remain  in  the  service  for  four  years  are  practically  the 
same  for  urban  as  for  rural  communities. 

Explanation  of  Table  XXXIII:— Table  XXXIII  is  to  be  read  in  the  fol- 
lowing manner:  105  white  male,  rural  elementary  teachers  remained  in 
service  for  only  one  year.  In  all,  there  were  227  white  male,  rural  elemen- 
tary schools,  etc.  These  figures  pertain  to  teachers  who  began  teaching  in 
1922-23  and  have  taught  for  one,  two,  three,  or  four  years.) 


218 


Report  of  Educational  Commission 


TABLE  XXXIII.— TABLE  SHOWING  THE  EFFECT  OF  SEX  AND  TYPE  OF  COMMUNITY 
UPON  LENGTH  OF  TENURE  FOR  THE  TEACHING  PROFESSION  IN  NORTH  CARO- 
LINA. 

ELEMENTARY  SCHOOL 
Rural 


White 

Negro 

No  Years 
Experience 

Male 

Female 

Total 

Male 

Female 

Total 

No. 

% 

No. 

/o 

No. 

/o 

No. 

Of 

/o 

No. 

/o 

No. 

% 

I 
II 
III 
IV 

1.05 
64 
41 
17 

46 
28 
18 
07 

871 
545 
377 
189 

44 
27 
19 
10 

976 
60j9 
418 
206 

44 
28 
19 
09 

29 
22 
16 
11 

37 
28 
21 
14 

247 
149 
152 
41 

42 
25 
26 
07 

276 
171 
168 
52 

41 
26 
25 
08 

Total.. 

227 

1,982 

2,209 

78 

589 

667 

City 


I 

6 

60 

162 

35 

168 

36 

7 

54 

37 

32 

44 

35 

II 

2 

20 

126 

28 

128 

27 

1 

07 

36 

32 

37 

29 

III 

1 

10 

96 

21 

97 

21 

5 

38 

23 

20 

28 

22 

IV 

1 

10 

74 

16 

75 

16 

18 

16 

18 

14 

Total.. 

10 

45 

468 

13 

114 

127 

High  School 
Rural 


I 

155 

51 

260 

50 

415 

50 

9 

38 

9 

47 

18 

42 

II 

75 

24 

128 

25 

203 

25 

9 

38 

5 

26 

14 

33 

III 

54 

18 

80 

15 

134 

16 

6 

24 

3 

16 

9 

20 

IV 

21 

07 

49 

09 

70 

09 

2 

11 

2 

05 

Total.. 

305 

517 

822 

24 

19 

43 

City 


I 

64 

47 

127 

49 

191 

48 

5 

33 

14 

38 

19 

37 

II 

36 

27 

68 

26 

104 

27 

4 

27 

20 

54 

24 

46 

III 

22 

16 

42 

16 

64 

16 

4 

27 

2 

05 

6 

11 

IV 

14 

10 

22 

09 

36 

09 

2 

13 

1 

03 

3 

06 

Total.. 

136 

259 

395 

15 

37 

52 

Paet  II  219 


TABLE  XXXIV 

Question:  To  what  extent  does  the  amount  of  training  possessed  by  the 
teaching  personnel  in  the  public  schools  of  North  Carolina  affect  the  rate 
of  turn-over  for  the  profession? 

The  answer  to  this  question  is  presented  in  part  in  Tables  XXXIV  and 
XXXV.  The  data  given  concerns  teachers  who  began  teaching  in  the  public 
schools  of  North  Carolina  in  1922-23  and  who  have  taught  for  four  years. 
In  other  words  the  service  records  were  studied  to  determine  the  rate  of 
turn-over  as  affected  by  amount  of  training. 

At  the  end  of  the  fourth  year  these  elementary  teachers  who  held  the 
higher  certificates  had  held  fewer  positions,  (l.e  only  3  per  cent  of  the 
persons  holding  A  Certificates  had  held  four  positions;  only  5%  of  the  B 
grade  had  held  four  positions  and  8%  of  the  C  grade  people  had  held  four 
positions.)  The  service  records  of  the  white  high  school  teachers  reveal  the 
same  story,  namely,  the  higher  the  grade  of  certificate,  the  fewer  the  num- 
ber of  teaching  positions  the  teacher  is  likely  to  hold,  or  the  more  training 
a  white  teacher  is  given,  the  lower  the  rate  of  turn-over. 

The  groups  of  negro  teachers  who  had  taught  for  four  years  were  too 
small  to  permit  the  drawing  of  conclusions  therefrom. 

The  effect  of  training  as  a  factor  in  lowering  the  rate  of  turn-over  is 
most  pronounced  in  the  case  of  white  teachers  who  remain  in  the  service 
for  four  years.  High  standards  of  professional  preparation  are  not  as  yet 
so  well  established  among  the  negro  teaching  personnel  hence  the  conclusions 
drawn  therefrom  must  necessarily  be  meagre. 

(Explanation  Table  XXXIV:— Table  XXXIV  is  to  be  read  in  the  following 
manner:  51  per  cent  of  the  white  elementary  B  school  teachers  had  held 
only  one  teaching  position  at  the  end  of  the  fourth  year.  The  mean  number 
of  teaching  positions  held  by  the  white  elementary  teachers  who  began 
teaching  in  1922-1923  was  2.35  positions.  Tables  XXIV  and  XXXV  provide 
similar  data.  Table  XXXIV  pertains  to  the  elementary  school.  Table  XXXV 
to  the  secondary  school.) 


220 


Report  of  Educational  Commission 


TABLE  XXXrV— THE  EFFECT  OF  AMOUNT  OF  TRAINING  ON  THE  RATE  OF  TURN- 
OVER FOR  THE  TEACHING  PROFESSION  FOR  NORTH  CAROLINA.  (AS  SHOWN  IN 
THE  SERVICE  RECORDS  OF  TEACHERS  AFTER  FOUR  YEARS  OF  CONTINUOUS 
SERVICE.) 

ELEMENTARY  SCHOOL 

White 


Number  of  Different  Teaching  Positions 

Type  of  Certificate 

I 

II 

III 

IV 

Total 
(Mean 

No. 

% 

No. 

% 

No. 

% 

No. 

% 

2.35 
Posi- 
tion) 

Elem.  B 

32 
33 
18 
14 
17 

51 

47 
47 
33 
45 

14 

17 
12 
18 
13 

22 
24 
32 
43 
34 

14 
14 
5 

8 
7 

22 
20 
13 
19 

18 

3 
6 
3 
2 
1 

05 
09 
08 
05 
03 

63 

Elem.  A 

70 

38 

Prim.  Gram.  B 

42 
38 

Total 

114 

74 

48 

15 

251 

Negro 


Number  of  Different  Teaching  Positions 

Type  of  Certificate 

I 

II 

III 

IV 

Total 

(Mean 

2  29 

No. 

% 

No. 

% 

No. 

% 

No. 

% 

Posi- 
tion) 

Elem.  B 

5 
8 
1 
3 
2 

33 
50 
20 
60 
100 

7 
5 
4 
1 

47 
31 
80 
20 

1 
2 

07 
13 

2 
1 

13 
06 

15 

Elem.  A 

16 

5 

1 

20 

5 

2 

Total... 

19 

17 

4 

3 

43 

Part  II  221 


TABLE  XXXV 

Question  No.  1 :  .To  what  extent  does  race  effect  the  rate  of  turn-over  for 
the  teaching  profession  in  North  Carolina? 

The  mean  number  of  positions  held  by  white  elementary  teachers  at  the 
end  of  four  years  of  service  was  2.35  positions;  the  mean  number  of  teach- 
ing positions  held  by  negro  elementary  teachers  at  the  end  of  four  years  of 
service  was  2.29  positions.  These  meagre  data  would  indicate  that  the  rate  of 
turn-over  is  higher  for  white  elementary  teachers  than  for  negro  elementary 
teachers. 

The  mean  number  of  teaching  positions  held  by  negro  high  school  teachers 
at  the  end  of  four  years  of  service  was  2.68  positions;  the  mean  number  of 
teaching  positions  held  by  negro  teachers  at  the  end  of  four  years  service  was 
3.75.  The  negro  high  school  sampling  offered  is  obviously  too  small  to  be 
worthwhile.  As  is  well  known  there  were  few  negro  teachers  of  standard 
grade  prior  to  1922-23. 

Question  No.  2:  To  what  extent  does  the  type  of  school  (elementary  or 
high  school)  affect  the  rate  of  turn-over  for  the  teaching  profession  in  the 
public  schools  of  North  Carolina? 

The  rate  of  turn-over  for  the  different  types  of  school  has  already  been 
stated  in  the  answer  to  the  question  just  preceding.  The  data  are  as  follows: 
(1)  Mean  number  of  teaching  positions  held  by  white  elementary  teachers  at 
the  end  of  four  years  of  service,  2.35  positions;  (2)  mean  number  of  teaching 
positions  held  by  negro  elementary  teachers  at  the  end  of  four  years  of  ex- 
perience is  2.29  positions;  (3)  mean  number  of  teaching  positions  held  by 
white  high  school  teachers  at  the  end  of  four  years  of  service  is  2.68  posi- 
tions; (4)  mean  number  of  teaching  positions  held  by  negro  teachers  at  the 
end  of  four  years  of  experience,  3.75  positions.  (Again  it  is  stated  that  the  date 
given  relative  to  negro  high  schools  is  too  meagre  to  be  of  any  real  worth.) 

(Explanation  of  Table  XXXV:— Table  XXXV  is  to  be  read  in  the  following 
manner:  Of  the  76  white  high  school  teachers  who  remained  in  service  for 
four  years,  23  had  held  only  one  teaching  position;  26  had  held  two  positions; 
17  had  held  three,  and  10  held  only  four  teaching  positions.)  These  figures 
pertain  to  teachers  who  began  teaching  in  1922-23,  and  have  taught  for  four 
continuous  years.) 


222 


Report  of  Educational  Commission 


TABLE  XXXV.— THE  EFFECT  OF  RACE  AND  TYPE  OF  SCHOOL  UPON  THE  RATE  OF 
TURN-OVER  FOR  THE  TEACHING  PROFESSION  IN  NORTH  CAROLINA 


HIGH  SCHOOL 

White 


Number  of  Different  Teaching  Positions 

Type  of  Certificate 

I 

II 

III 

IV 

Total 
(Mean 
2.  8 
Posi- 
tion) 

No. 

% 

No. 

% 

No. 

% 

No. 

% 

Grade  C 

3 
6 
14 

30 
35 
29 

3 
6 
17 

30 
35 
35 

2 
2 
13 

20 
12 
26 

2 

3 
5 

20 
18 
10 

10 

Grade  B 

17 

49 

Total 

23 

26 

17 

10 

76 

Negro 


Number  of  Different  Teaching  Positions 

Type  of  Certificate 

I 

II 

III 

IV 

Total 
(Mean 
3.75 
Posi- 
tion) 

No. 

% 

No. 

% 

No. 

% 

No. 

% 

Grade  C 

1 

100 

1 

Grade  B 

1 
1 

50 
100 

1 

50 

2 

I 

Total 

2 

1 

1 

4 

Part  II  223 


TABLE  XXXVI 

Question:  What  was  the  effect  of  type  of  community,  type  of  school  and 
sex  upon  the  rate  of  turn-over  for 'the  teaching  profession  for  the  elementary 
schools  of  North  Carolina? 

The  data  given  in  Table  XXXVI  are  for  groups  of  teachers  who  began 
teaching  during  the  school  year  1922-23  and  who  remained  in  service  for 
four  continuous  years.  Teachers  included  in  the  table  mentioned,  therefore, 
taught  during  the  period  1922-23  through  1925-26.  Data  for  these  teachers 
who  have  taught  for  four  continuous  years  have  already  been  considered  in 
preceding  tables.  The  only  additional  information  included  in  this  table 
deals  with  the  effect  of  sex  upon  the  rate  of  turn-over.  The  number  of 
males  teaching  in  the  white  elementary  schools  is  negligible.  Forty-one 
per  cent  of  all  the  females  had  held  one  teaching  position,  44  per  cent 
had  held  two  teaching  positions  and  15  per  cent  had  held  three  teaching 
positions.  Fifty  per  cent  of  the  negro  female  city  teachers  had  held  one 
teaching  position,  38  per  cent  had  held  two  teaching  positions,  6  per  cent 
had  held  three  teaching  positions  and  6  per  cent  had  held  2  teaching  posi- 
tions. The  scarcity  of  men  teachers  for  both  races  in  the  city  elementary 
schools  is  striking.  In  the  rural  elementary  schools,  however,  there  are  a 
number  of  men  teachers. 

(Explanation  of  Table  XXXVI:— Table  XXXVI  is  to  be  read  in  the  follow- 
ing manner:  45  per  cent  of  the  elementary  white  teachers,  who  had  held 
only  one  teaching  position  after  four  years  of  continuous  service  in  the 
public  schools  of  North  Carolina,  held  primary  or  grammar  grade  A  cer- 
tificates. Data  of  this  sort  is  interesting  when  considering  not  only  the 
effect  of  the  amount  of  training  upon  the  rate  of  turn-over,  but  the  effect 
of  training  plus  race,  type  of  community  and  sex.) 


224 


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226  Report  of  Educational  Commission 


TABLE  XXXVII 

Question:  What  were  the  effects  of  type  of  community,  type  of  school,  and 
sex  upon  the  rate  of  turn-over  as  revealed  by  a  study  of  the  service  records  of 
that  group  of  teachers  who  began  teaching  in  North  Carolina  in  1922-23  and 
who  taught  for  only  three  continuous  years? 

The  data  presented  in  these  tables  must  be  considered  in  connection  with 
the  data  presented  in  Table  XXXVI.  If  the  service  records  had  extended 
over  a  longer  period  of  time  it  is  possible  that  the  effects  of  training 
would  have  been  more  marked.  The  data,  however,  indicate  in  a  rather 
detailed  way  the  effects  of  the  factors,  considered. 

(Explanation  of  Table  XXXVII— Table  XXXVII  is  to  be  read  in  the  same 
manner  as  Table  XXXVI.) 


228 


Report  of  Educational  Commission 


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230  Hepokt  of  Educational  Commission 


TABLE  XXXVIII 

Question:  What  were  the  effects  of  type  of  community,  type  of  school, 
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records  of  that  group  of  teachers  who  began  teaching  in  North  Carolina  in 
1922-23   and   taught   for   only   two   continuous   years? 

Data  given  in  Table  XXXVIII  are  to  be  considered  in  connection  with 
Tables  XXXVI  and  XXXVII.  All  of  these  tables  deal  with  the  effect  of 
type  of  community,  type  of  school  and  sex  upon  the  teaching  profession  in 
the  public  elementary  schools  of  North  Carolina.  The  effect  of  the  amount 
of  training  is  also  revealed,  yet  not  discussed  separately  since  these  data 
are  considered  in  Table  XXXIV. 

(Explanation  of  Table  XXXVIII— Table  XXXVIII  is  to  be  read  identically 
in  the  same  manner  as  Tables  XXXVI  and  XXXVII.  With  each  succeeding 
table  the  period  of  service  was  reduced  to  the  extent  of  one  year.) 


232 


Repobt  of  Educational  Commission 


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234  Report  of  Educational  Commission 


TABLE  XXXIX 

Question:  What  was  the  effect  of  type  of  community,  type  of  school  and 
sex  upon  the  rate  of  turn-over  for  the  teaching  profession  in  the  public  high 
schools  of  North  Carolina  as  revealed  by  a  study  of  service  records  of 
teachers  who  had  had  four  years  of  continuous  teaching  experience  beginning 
in  1922-23  and  extending  through  1925-26? 

Data  given  on  the  opposite  page  constitutes  answers  to  this  question.  An 
inspection  of  the  tables  in  a  specific  way  will  answer  the  various  phases  of 
the  question.  The  data  given  for  the  negro  teachers  are,  of  course,  too  meagre 
to  be  of  any  value  whatever.  The  negro  high  school  movement  is  really 
in  its  beginning  stages;  hence,  the  desired  data  could  not  be  collected. 

(Explanation  of  Table  XXXIX:- — The  Tables  given  on  the  opposite  page 
are  to  be  read  in  exactly  the  same  manner  as  Table  XXXVI.  The  only 
difference  between  Tables  XXXIX  and  XXXVI  is  that  XXXIX  deals  ex- 
clusively with  the  high  school  situation,  whereas  Table  XXXVI  deals  with 
the  elementary  school  situation.) 


236 


Report  of  Educational  Commission 


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238  Report  of  Educational  Commission 


TABLE  XL 

Question:  What  was  the  effect  of  type  of  community,  type  of  school  and 
sex  upon  the  rate  of  turn-over  for  the  teaching  profession  in  the  public 
high  schools  of  North  Carolina  as  revealed  by  a  study  of  the  service  records 
of  that  group  of  teachers  who  had  had  three  years  continuous  teaching 
experience    beginning    in    1922-23    and    extending    through    1925-26? 

The  figures  for  the  negro  schools  are,  of  course,  too  meagre  to  be  of  any 
value.  Complete  data  pertaining  to  negro  high  schools  could  not  be  secured, 
owing  to  the  fact  that  the  negro  high  school  movement  is  merely  in  its 
beginning  stages.  Table  XL  should  be  compared  with  XXXVII.  Whereas 
Table  XXXVII  deals  with  the  elementary  schools,  Table  XL  deals  with  the 
high  schools.  The  data,  however,  for  both  tables  are  on  the  basis  of  three 
years  continuous  service.  It  is  interesting  to  note  that  50  per  cent  of  all 
the  white  men  in  the  white  city  high  schools  have  held  only  one  teaching 
position,  whereas,  only  40  per  cent  of  the  women  in  the  white  city  high 
schools  have  held  only  one  teaching  position.  In  the  rural  white  high  schools 
the  per  cent  of  men  and  the  per  cent  of  women  holding  only  one  teaching 
position  is  about  the  same.  In  the  rural  white  high  schools,  on  a  whole, 
it  may  be  said  that  the  men  hold  fewer  different  positions  in  a  given  period 
of  time  than  do  women. 

(Explanation  of  Table  XL: — Table  XL  is  to  be  read  in  the  same  manner 
as  Table  XXXVII.  The  only  difference  in  the  organization  of  the  two 
tables  is  on  the  basis  of  the  two  types  of  schools.  Table  XL  deals  with  the 
high  school  situation  the  rate  of  turn-over  in  the  white  high  schools  at  the 
end  of  three  years  continuous  service.  When  interpreting  Table  XL  it  must 
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began  their  teaching  experience  in  North  Carolina  in  1922-23  and  taught  in 
North  Carolina  for   only  three   continuous   years.) 


240 


Report  of  Educational  Commission 


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TABLE  XLI 

Question:  What  was  the  effect  of  type  of  community,  type  of  school  and 
sex  upon  the  rate  of  turn-over  for  the  teaching  profession  in  the  public 
high  schools  of  North  Carolina  as  revealed  by  a  study  of  the  service  records 
of  that  group  of  teachers  who  had  only  two  years  continuous  teaching  ex- 
perience, beginning  in  1922-23  and  extending  through  1924-25? 

In  the  city  white  high  schools  67  per  cent  of  the  men  and  65  per  cent  of 
the  women  had  held  only  one  position  during  the  two  years.  These  data 
are  at  harmony  with  the  data  included  in  Tables  XXXIX  and  XL,  to  the 
effect  that  the  male  teachers  in  the  city  white  high  schools  held  fewer 
teaching  positions  than  did  the  female  teachers  in  the  city  white  high  schools. 
The  data  for  the  negro  high  schools  is  again  too  meagre  to  be  of  any  value. 
Table  XLI  should  be  considered  in  connection  with  Table  XXXVIII. 

(Explanation  of  Table  XLI: — When  interpreting  Table  XLI  it  must  be 
borne  in  mind  that  the  data  pertain  solely  to  that  group  of  teachers  who 
began  their  teaching  experience  in  North  Carolina  in  1922-23  and  taught  in 
North  Carolina  for  only  two  continuous  years.) 


244 


Report  of  Educational  Commission 


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246 


Report  of  Educational  Commission 


TABLE  XLI 
(1) 

Question:  What  was  the  effect  of  sex,  race,  and  type  of  community  upon 
the  rate  of  turn-over  in  the  public  high  schools  in  North  Carolina  as  revealed 
in  the  service  records  of  teachers  who  began  their  teaching  experience  in 
1922-23? 

The  data  are  given  to  show  the  effect  of  turn-over  at  the  end  of  the  second 
and  third  and  fourth  year  of  continuous  service.  The  data  are  separated 
according  to  type  of  school,  race  and  sex.  The  Roman  Numerals  indicate 
the  number  of  different  teaching  positions  held. 

(Explanation  of  Table  XLI  (1):— Table  XLI  (1)  is  to  be  read  in  the  fol- 
lowing manner:  58  per  cent  of  all  of  the  male  white  city  teachers  who 
taught  for  four  continuous  years  had  held  only  one  teaching  position.) 


TABLE  XLI—  THE  EFFECT  OF  SEX,  RACE,  AND  TYPE  OF  COMMUNITY  UPON  THE  RATE 
OF  TURN-OVER  IN  THE  PUBLIC  SCHOOLS  IN  NORTH  CAROLINA  BASED  ON  A  STUDY 
OF  THE  SERVICE  RECORDS  OF  GROUPS  OF  TEACHERS  WHO  BEGAN  THEIR  TEACH- 
ING EXPERIENCE  IN  1922-23  AND  WHO  HAVE  TAUGHT  FOR  TWO,  FOR  THREE,  OR 
FOR  FOUR  YEARS 

HIGH  SCHOOL 


Four-Year  Group 

City 

Rural 

No.  Positions 

White 

Negro 

White 

Negro 

Male 

.58 
.14 
.14 
.14 

Female 

Male 

Female 

Male 

Female 

Male 

Female 

I 

II.  - 

.25 
.35 
.30 
.10 

1.00 

.29 
.42 
.29 

.29 
.36 
.17 
.18 

.50 
.50 

III. 

IV 

1.00 

Three- Year  Group 


II. 
III. 
IV. 


.33 


.50 
.50 


.39 
.45 
.16 


.40 


.67 
.33 


Two-Year  Group 


I.. 
II. 
III. 
IV. 


1.00 


.90 
.10 


1.00 


Part  II 


247 


TABLE  XLI 
(2) 

Question:  What  was  the  effect  of  sex,  race,  and  type  of  community  on  the 
rate  of  turn-over  in  the  public  elementary  schools  in  North  Carolina,  as  re- 
vealed by  a  study  of  the  service  records  of  teachers  who  began  their  teach- 
ing experience   in   1922-23? 

The  table  given  below  shows  the  per  cent  of  teachers  holding  one,  two, 
three,  or  four  positions  at  the  end  of  the  second,  third  or  fourth  years. 

(Explanation  of  Table  XLI  (2):— Table  XLI  (2)  is  to  be  read  in  the  fol- 
lowing manner:  41  per  cent  of  all  of  the  female  white  city  elementary  teach- 
ers at  the  end  of  four  years  teaching  experience  had  held  only  one  teaching 
position.) 

TABLE  XLI.— SUMMARY  DATA  AS  TO  THE  EFFECT  OF  SEX,  RACE,  AND  TYPE  OF 
COMMUNITY  UPON  THE  RATE  OF  TURN-OVER  IN  THE  PUBLIC  SCHOOLS  IN  NORTH 
CAROLINA,  BASED  ON  A  STUDY  OF  THE  SERVICE  RECORDS  OF  TEACHERS  WHO 
BEGAN  THEIR  TEACHING  EXPERIENCE  IN  1922-23—  THE  DATA  ARE  GIVEN  AS  AT 
THE  END  OF  THE  SECOND,  THIRD  AND  FOURTH  YEARS  OF  SERVICE. 


ELEMENTARY  SCHOOLS 


Four-Year  Group 

City 

Rural 

No.  Positions 

White 

Negro 

White 

Negro 

Male 

Female 

Male 

Female 

Male 

Female 

Male 

Female 

I 

.41 
.44 
.15 

.50 
.38 
.06 
.06 

.84 
.08 
.08 

.43 
.25 
.21 
.09 

.14 
.58 
.14 
.14 

.50 

II 

.35 

III 

1.00 

.10 

IV 

.05 

Three- Year  Group 


I-- 
II. 
III. 
IV. 


1.00 


.50 
.34 
.15 
.01 


Two- Year  Group 


I.. 
II.. 
III. 
IV. 


248 


Report  of  Educational  Commission 


TABLE  XLI 

(3) 

Question:  "What  was  the  effect  of  sex,  race  and  type  of  community  upon 
the  rate  of  turn-over  in  the  public  schools  of  North  Carolina  as  revealed  in 
the  service  record  of  teachers  who  began  their  teaching  experience  in 
1922-23? 

The  figures  given  in  the  table  below  show  the  mean  number  of  teaching 
positions  held  by  each  group  at  the  end  of  the  second,  third  and  fourth 
years  of  continuous  service. 

(Explanation  of  Table  XLI  (3)  :— The  Table  is  to  be  read  in  the  following 
manner:  The  average  number  of  teaching  positions  held  by  male,  white  city 
high  school  teachers  at  the  end  of  four  years  of  continuous  service  shows 
2.4  positions.) 

TABLE  XLI— SUMMARY  DATA  AS  TO  THE  EFFECT  OF  SEX,  RACE  AND  TYPE  OF 
COMMUNITY  UPON  THE  RATE  OF  TURN-OVER  IN  THE  PUBLIC  SCHOOLS  OF 
NORTH  CAROLINA  BASED  UPON  THE  STUDY  OF  THE  SERVICE  RECORDS  OF 
TEACHERS  WHO  BEGAN  THEIR  TEACHING  EXPERIENCE  IN  1922-23.  THE  DATA  ARE 
GIVEN  AS  AT  THE  END  OF  THE  SECOND,  THIRD  AND  FOURTH  YEARS  IN  SERVICE. 

HIGH  SCHOOLS 


City 

Rural 

No.  Years  of  Service 

White 

Negro 

White 

Negro 

Male 

Female 

Male 

Female 

Male 

Female 

Male 

Female 

IV 

III 

2.4 
2.2 
1.8 

2.7 
2.2 
1.8 

1.5 
2.2 
1.5 

4.5 
2.0 
1.6 

2.5 
2.3 
1.9 

2.8 
2.3 
1.9 

2.1 
2.1 

2.0 

2.2 

II. 

2.5 

ELEMENTARY  SCHOOLS 


IV. 
Ill 
II. 


3.5 

2.3 

2.2 

1.7 

2.4 

2.8 

1.5 

2.1 

2.3 

2.0 

1.9 

2.2- 

2.4 

1.5 

1.8 

1.5 

1.8 

1.8 

1.8 

2.2 

2.2 
2.0 
1.8 


Paut  II  249 

TABLE  XLII 

Table   Showing   Number   of   White   Elementary    Beginner   Teachers   and 

Number  of  White  High  School  Beginner  Teachers  to  be  Trained 

(At  Five  Year  Intervals  for  the  Period  1925-1950) 

Question:  How  many  white  elementary  beginner  teachers  and  how  many 
white  high  school  beginner  teachers  must  be  trained  for  each  of  the  following 
years— 1930,   1935,   1940,   1945,   and   1950? 

The  table  given  on  the  opposite  page  shows  the  number  of  white  elemen- 
tary and  number  of  white  high  school  teachers — at  five  year  intervals  who 
will  be  needed  in  the  public  schools  of  North  Carolina  during  the  period  1925- 
1950.  At  the  present  time  23  per  cent  of  the  white  teachers  in  North  Carolina 
are  beginner  teachers.  In  this  Table  it  was  assumed  that  higher  institutions 
of  professional  preparation  would  be  attained  from  year  to  year  and  thereby 
reduce  the  replacement  figures.  The  estimated  per  cent  of  the  total  number 
of  white  teachers  who  will  probably  be  beginner  teachers  was  assumed  as 
being  reduced  from  23  per  cent  in  1925  to  15  per  cent  in  1950. 

The  estimate  as  to  the  actual  number  of  beginner  teachers  needed  was 
obtained  by  multiplying  the  per  cent  of  beginners  by  the  number  of  white 
teachers  to  be  employed.  At  the  present  time  82  per  cent  of  all  the  white 
teachers  are  elementary  school  teachers.  The  normal  relative  increase  in  the 
number  of  white  teachers  may  be  expected  to  result  in  72  per  cent  of  all  the 
teachers  being  elementary  teachers  and  28  per  cent  of  all  the  teachers  being 
high  school  teachers  in  1950. 

The  last  two  columns  in  the  Table  contain  estimates  as  to  the  actual 
number  of  beginner  teachers  needed  for  the  elementary  schools  and  estimates 
as  to  the  actual  number  of  beginner  teachers  needed  for  the  high  schools  in 
each  of  the  years  included. 

(Explanation  of  Table  XLII: — Table  XLII  is  to  be  read  in  the  following 
manner:  In  the  year  1930  North  Carolina  will  need  3,556  white  beginner 
teachers  for  the  elementary  schools,  and  1,098  white  beginner  teachers  for  the 
white  high  schools.)  s 


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Beginner  Teachers 

Needed  for 

High  Schools 

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1,098 
1,295 
1,420 
1,582 

Estimate  as  to 

Number  of 

Beginner  Teachers 

Needed  for 

Elementary 

Schools 

3,556 
3,894 
4,102 
4,040 
4,067 

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Per  cent  of 

Beginner  Teachers 

Needed  for 

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Estimate  as  to 

Number  of 

Beginner  Teachers 

Needed 

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4,992 
5,397 
5,460 
5,649 

Estimated  Per 

cent  of  Total 

Number  of 

White  Teachers 

W  ho  Will  Probably 

be  Beginner 

Teachers 

23 

21.4 

19.8 

18.2 

16  6 

15 

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Number  of 

White  Teachers 

to  be  Employed 

1925-50 

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25,214 
29,654 
32,896 
37,664 

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Part  II  251 


TABLE  XLIII 

Table    Showing    Number    of   Negro    Elementary    Beginner    Teachers    and 

Number  of  Negro  High  School  Beginner  Teachers  to  be  (at  Five 

Year  Intervals  for  the  Period  1925-1950) 

Question:  How  many  beginner  Negro  elementary  teachers  and  how  many 
beginner  Negro  high  school  teachers  will  be  needed  for  the  public  schools 
of  North  Carolina  in  1930,  1935,  1940,  1945,  and  1950? 

The  Table  given  on  the  opposite  page  carries  estimates  as  to  the  number 
of  Negro  elementary  beginner  teachers  and  the  number  of  Negro  high  school 
beginner  teachers — at  five  year  intervals  who  will  be  needed  for  the  Negro 
public  schools  of  North  Carolina  during  the  period  1925-1950. 

The  per  cent  of  Negro  beginner  teachers  needed  in  North  Carolina  at  the 
present  time  stands  at  21  per  cent — that  is,  21  per  cent  of  all  of  the  time 
in  the  public  schools  of  this  State.  It  is  evident  that  this  replacement 
figure  will  probably  drop  from  21  per  cent  to  approximately  18  per  cent 
within  the  period  considered,  in  view  of  the  fact  that  the  standards  of  train- 
ing for  Negro  teachers  inevitably  will  be  raised. 

At  the  present  time  only  4.5  per  cent  of  all  the  Negro  teachers  are  Negro 
high  school  teachers,  whereas  18  per  cent  of  all  the  white  teachers  are  white 
high  school  teachers.  Were  this  ratio  maintained  it  would  be  fair  to  expect 
that  by  1950  approximately  7  per  cent  of  all  the  negro  teachers  would  be 
Negro  high  school  teachers.  The  Negro  high  school  is,  however,  new  in 
the  State  of  North  Carolina,  hence  the  rate  of  increase  for  the  Negro  high 
school  teachers  will  probably  be  more  rapid  than  it  would  be  if  the  Negro 
high  schools  had  been  in  existence  for  many  years.  In  view  of  the  con- 
sideration mentioned,  it  seems  conservative  to  estimate  that  12  per  cent  of 
all  the  Negro  teachers  employed  in  1950  would  be  Negro  high  school  teachers. 

(Explanation  of  Table  XLIII: — Table  XLIII  is  to  be  read  in  the  following 
manner:  In  the  year  1930  North  Carolina  will  need  1,176  Negro  beginner 
teachers  for  the  elementary  schools  and  75  Negro  beginner  teachers  for  the 
high  schools.) 


Report  of  Educational  Commission 


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6,134 
7,039 
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8,532 
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Part  II 


253 


TABLE  XLIV 

Question:  Will  there  be  any  shortage  of  white  elementary  teachers  and 
white  high  school  teachers  during  the  years  1930,  1935,  1940,  and  1950? 

Table  XLIV  carries  two  groups  of  data.  The  first  group  of  data  contains 
the  demand,  the  supply  and  the  shortage  figures  during  the  years  mentioned 
for  the  white  elementary  teachers.  The  second  group  of  data  contains  in- 
formation as  to  the  demand  for,  supply  of,  and  shortage  of  white  high  school 
teachers  in  each  of  the  years  mentioned. 

It  is  important  to  note  that  in  Table  XLIV  the  number  of  white  elementary 
teachers  trained  by  in-state  institutions  and  the  number  of  white  high  school 
teachers  trained  by  in-state  institutions  remains  constant  after  the  year 
1930.  The  supply  figures  given  are  as  of  the  year  1925-26.  To  illustrate: 
In  the  year  1925  the  supply  of  teachers  for  the  white  elementary  schools  in 
North  Carolina  amounted  to  685.  In  the  year  1926,  the  supply  of  white  ele- 
mentary teachers  received  from  in-state  institutions  amounted  to  approxi- 
mately 900  teachers. 

(Explanation  of  Table  XLIV: — In  the  year  1935 — it  is  estimated — North 
Carolina  will  need  3,893  beginner  white  elementary  teachers.  If  our  present 
supply  figures  are  merely  maintained,  there  will  be  a  shortage  of  2,993 
teachers.  The  difference  between  the  demand  figure  and  the  present  supply 
figure  indicates  additional  teacher  training  facilities  needed.) 

In  1925  the  supply  was  25  per  cent  of  the  demand  for  white  elementary 
teachers;  by  1930  the  supply  for  white  elementary  teachers  will  be  25  per 
cent  of  the  demand;  by  1935,  23  per  cent  of  the  demand;  by  1940,  22  per 
cent  of  the  demand;  by  1945,  21  per  cent  of  the  demand,  and  by  1950,  21 
per  cent  of  the  demand. 


TABLE  XLIV.— THE  NUMBER  OF  WHITE  ELEMENTARY  AND  WHITE  HIGH  SCHOOL 
TEACHERS  TO  BE  TRAINED  1925-50  IN  EXCESS  OF  THE  PRESENT  OUTPUT  OF  THE 
INSTITUTIONS  OF  HIGHER  LEARNING  IN  NORTH  CAROLINA. 


Estimate  as  to  the  number  of  white  elementary 
beginner  teachers  needed 

The  number  of  white  elementary  teachers  trained 
by  in-state  institutions ..- 

The  difference  between  demand  and  supply  figures 

in  regard  to  white  elementary  teachers 

Estimate  as  to  the  number  of  white  high  school 

beginner  teachers  needed -. 

The  number  of  white  high  school  teachers  trained 

by  in-state  institutions 

The  difference  between  the  demand  and  supply 

figure  in  regard  to  white  high  school  teachers 


1925 


1930 


3,556 
**900 
2,656 

889 
"778 

111 


1935 


3,893 
**900 
2,993 
1,099 
"778 
321 


1940 


4,101 
**900 
3,201 
1,296 
••778 
518 


1945 


4,040 
••900 
3,140 
1,420 
••778 
642 


1950 


4,067 
**900 
3,167 
1,582 
**778 
804 


•For  the  year  1925.  "For  the  year  1926. 

The  supply  of  white  high  school  teachers  in  1925  was  22  per  cent  of  the  de- 
mand; the  supply  of  white  high  school  teachers  in  1930  will  be  88  per  cent 
of  the  demand;  by  1935  the  supply  will  be  71  per  cent  of  the  demand;  by 
1940  the  supply  will  be  49  per  cent  of  the  demand  of  white  high  school 
teachers. 

These  per  cents  are  based  upon  the  assumption  that  there  will  be  a  constant 
and  rapid  increase  in  the  professional  qualifications  of  the  teachers  in 
North  Carolina.    They  are,  therefore,  minimum  estimates.) 


254 


Report   of   Educational   Commission 


TABLE  XLV 

Question:  Will  there  be  any  shortage  of  negro  elementary  teachers  and 
negro  high  school  teachers  during  the  years  1930,  1935,  1940,  1945  and 
in  1950? 

Table  XLV  carries  two  groups  of  data.  The  first  group  of  data  contains 
the  demand,  the  supply,  and  the  shortage  figures  during  the  years  mentioned 
for  negro  elementary  teachers.  The  second  group  of  data  contains  infor- 
mation as  to  the  demand  for,  supply  of,  and  the  shortage  of  negro  high  school 
teachers  in  each  of  the  years  mentioned. 

When  interpreting  the  figures  given  in  Table  XLV,  it  must  be  borne  in 
mind  that  these  are  probably  minimum  estimates.  These  estimates  are  based 
upon  the  assumption  that  high  standards  of  professional  preparation  for  the 
teachers  in  North  Carolina  will  soon  be  realized;  hence  the  length  of  tenure 
will  be  increased  and  the  rate  of  turnover  decreased.  In  1925  the  supply  of 
trained  negro  elementary  teachers  was  only  5  per  cent  of  the  demand.  If 
our  in-state  institutions  merely  maintain  their  present  output,  in  1930  the 
supply  of  negro  elementary  teachers  will  be  10  per  cent  of  the  demand;  in 
1935,  9  per  cent  of  the  demand;  and  in  1940,  1945  and  1950  our  supply  will  be 
approximately  8  per  cent  of  the  demand.  In  1926  the  supply  of  negro  high 
school  teachers  was  50  per  cent  of  the  demand.  If  the  present  output  is 
merely  maintained,  the  supply  of  negro  high  school  teachers  furnished  by 
in-state  institutions  will  be  64  per  cent  of  the  demand  in  1930;  in  1935,  46 
per  cent  of  the  demand;  in  1940,  35  per  cent  of  the  demand;  in  1945,  29  per 
cent,  and  in  1950  the  supply  of  negro  teachers  will  be  24  per  cent  of  the 
demand. 


TABLE  XLV.-THE  NUMBER  OF  NEGRO  ELEMENTARY  AND  NEGRO  HIGH  SCHOOL 
TEACHERS  TO  BE  TRAINED  1925-50  IN  EXCESS  OF  THE  PRESENT  OUTPUT  OF  THE 
INSTITUTIONS  OF  HIGHER  LEARNING  IN  NORTH  CAROLINA. 


Estimate  as  to  the  number  of  negro  elementary 
teachers  (beginners)  needed 

The  number  of  negro  elementary  teachers  trained 
in  in-state  institutions 

The  difference  between  the  demand  and  supply 

figure  in  regard  to  negro  elementary  teachers 

Estimate  as  to  the  number  of  negro  high  school 

beginner  teachers  needed 

The  number  of  negro  high  school  teachers  trained 

by  in-state  institutions. 

The  difference  between  the  demand  and  supply 

figure  in  regard  to  negro  high  school  teachers... 


1,176 

**120 
1,056 

75 


1935 


1,289 

**120 

1,169 

105 

**48 
57 


1940 


1,377 

**120 

1,257 

136 

**48 


1,420 

**120 

1 ,  300 

167 

**48 

119 


1,448 

**120 

1,328 

197 

**48 

149 


*For  the  year  1925.  **For  the  year  1926. 

(Explanation  of  Table  XLV: — Table  XLV  is  to  be  read  in  the  following 
manner:  In  1935  the  negro  public  schools  of  North  Carolina  will  need  1,289 
negro  elementary  teachers.  At  the  present  time  our  in-state  institutions  are 
turning  out  120  negro  elementary  teachers  per  year.  These  120  teachers 
possess  training  ranging  from  one  to  four  years  of  training  beyond  high 
school  graduation.  In  1935,  therefore,  our  supply  will  be  only  9  per  cent  of 
the  demand.  We  will  be  needing  1,169  elementary  teachers  over  or  above 
our  present  supply.) 


Part  II  255 

In  1925  the  supply  of  negro  elementary  teachers  was  7  per  cent  of  the 
demand;  by  1930  the  supply  of  negro  elementary  teachers  will  be  11  per 
cent  of  the  demand;  by  1935,  10  per  cent  of  the  demand;  by  1940,  9  per  cent 
of  the  demand;  by  1945,  8  per  cent  of  the  demand  and  by  1950,  8  per  cent 
of  the  demand. 

The  supply  of  negro  high  school  teachers  in  1925  was  60  per  cent  of  the 
demand;  by  1930  the  supply  of  negro  high  school  teachers  will  be  70  per 
cent  of  the  demand;  by  1935,  the  supply  will  be  48  per  cent  of  the  demand; 
by  1940,  36  per  cent  of  the  demand;  by  1945,  9  per  cent  of  the  demand; 
and  by  1950  the  supply  will  be  8  per  cent  of  the  demand.  These  per  cents 
are  based  upon  the  assumption  that  there  will  be  a  constant  and  rapid  in- 
crease in  the  professional  qualifications  of  the  teachers  in  North  Carolina 


PART  III 

THE  STATE  SPECIAL  BUILDING  FUND 
CONSOLIDATION  AND  TRANSPORTATION 


J7 


PART  III 

CHAPTEE  I 

The  State  Special  Building  Fund 

The  problem  of  financing  the  building  programs  for  rural  schools  has, 
since  1921,  been  admirably  met  in  North  Carolina.  Since  that  year  there 
has  been  invested  in  rural  school  property  approximately  131,000,000.*  This 
has  been  provided  in  part  by  districts  and  in  part  by  counties.  Both  the 
district  and  the  county  have  provided  funds  for  their  building  programs  by 
bond  issues,  by  long  term  notes,  and  by  borrowing  from  the  State  Literary 
Fund  and  from  the  State  Special  Building  Fund.  In  1921  in  order  to  stimu- 
late the  counties  to  erect  more  buildings  of  a  desirable  type,  and  to  enable 
them  to  carry  the  interest  charges  therefor  at  a  low  rate,  the  General 
Assembly  authorized  the  issuance  of  five  million  dollars  of  North  Carolina 
bonds  and  directed  that  the  proceeds  from  the  sale  of  these  bonds  be  known 
as  the  State  Special  Building  Fund,  and  be  lent  by  the  State  Board  of  Educa- 
tion to  the  counties  for  the  erection  of  buildings  meeting  certain  minimum 
standards  of  size  and  excellence.  The  stimulus  that  thi  sloan  gave  to  the  erec- 
tion of  buildings  in  the  counties  was  very  marked.  All  of  the  five  milllion 
dollars  was  applied  for  and  used.  Bond  issues  of  similar  size  for  the  same 
purpose  were  authorized  by  the  General  Assemblies  of  1923  and  1925. 

Information  recently  secured  by  the  State  Department  of  Education  from 
county  superintendents  and  county  boards  of  education  shows  that  the 
majority  of  counties  have  not  yet  completed  their  county-wide  building 
programs,  and  that  they  have  building  programs  either  in  process  of  con- 
struction or  projected  which  will  require  an  additional  outlay  of  from  ten 
to  twelve  million  dollars  within  the  next  two  to  three  years.  In  view  of 
the  needs  of  the  counties  during  the  next  biennium,  and  in  view  of  the 
wisdom  with  which  the  three  special  building  funds  of  five  million  dollars 
each  have  been  administered,  the  Commission  favors  the  continuance  of  this 
policy  by  the  State,  and  recommends  that. the  General  Assembly  of  1927 
authorize  an  additional  special  building  fund  of  five  million  dollars  to  be 
lent  to  the  counties,  the  apportionment  to  be  made  in  the  same  manner  that 
the  special  building  fund  of  1925  was  apportioned. 

The  Commission  points  out  here  that  these  building  programs  have  been 
financed  by  the  counties  concerned.  The  State  has  only  lent  its  credit  to 
the  counties  and  is  being  paid  back  in  regular  annual  installments  at  the 
rate  of  one  twentieth  per  year  by  the  counties  which  have  borrowed  from 
this  fund.  Table  I  shows  the  indebtedness  of  the  counties  to  the  State  for 
the  Special  Building  Fund  as  of  June  30,  1926. 

*The  capital  outlay  expenditures  shown  in  the  annual  reports  of  the  State  Superintendent 
are  $31,247,191.42. 


CHAPTER  II 

Consolidation  and  Transportation 

The  most  remarkable  growth  in  any  type  of  school  in  the  State  for  the 
past  half  dozen  years  has  been  that  of  the  fairly  large  consolidated  rural 
school.  These  schools  are  the  pride  of  rural  North  Carolina.  The  increase 
during  the  past  five  years  has  been  from  228  in  1921-22  to  814  in  T.925-26. 
The  majority  of  these  schools  have  from  seven  to  twelve  rooms,  and  employ 
almost  as  many  teachers.  Some  of  them  have  fifteen  or  twenty  rooms  and 
employ  more  teachers  than  the  typical  town  school  did  a  dozen  years  ago. 
In  Table  II  is  listed  the  number  of  consolidated  schools  of  various  sizes  in 
each  county.  There  was  a  total  of  814  schools  of  this  type  in  1925-25. 
Among  these  schools  were  338  in  each  of  which  were  employed  seven  or 
more  teachers  and  in  which  were  enrolled   123,775  pupils,   practically  one- 

7ird  of  the  total  elementary  rural  white  enrollment. 
The  consolidation  of  school  districts  and  the  transportation  of  the  chil- 
dren to  the  consolidated  schools  constitute  a  comparatively  new  problem  in 
North  Carolina.  This  new  departure  in  our  school  system  is  considered 
by  educators  as  one  of  great  value  and  advantage  and  by  tax  authorities 
as  one  of  great  cost  and  expense.    The  Commission  accepts  both  views. 

The  Commission  feels  that  the  advantages  derived  from  the  consolidated 
school  district  are  not  over-estimated,  provided  this  new  undertaking  is 
applied  and  used  in  communities  adapted  to  it.  Where  communities  are 
comparatively  thickly  settled  and  the  roads  are  reasonably  good,  making 
the  consolidation  of  the  children  in  one  school  with  better  teachers  reason- 
ably convenient  and  the  transportation  reasonably  inexpensive,  the  Com- 
mission is  forced  to  the  conclusion  that  the  plan  is  a  good  and  a  workable 
one.  However,  in  communities  thinly  settled,  where  the  roads  are  bad  and 
at  times  impassable,  the  Commission  thinks  the  application  of  the  principle 
is  not  wise  and  believes  that,  in  some  counties,  consolidations  have  been 
undertaken  that  are  impracticable  on  account  of  excessive  expense.  How- 
ever, where  such  consolidations  have  been  resorted  to  and  expensive  school 
buildings  have  been  constructed  for  the  accommodation  of  the  children,  and 
the  overhead  cost  of  buildings,  transportation,  and  other  expenses  con- 
nected with  the  consolidation  have-  already  been  established,  it  sees  no  way 
of  turning  back,  even  though  a  mistake  has  been  made. 

The  Commission  presents  herewith  a  summary  of  the  important  facts 
about  consolidation  and  the  costs  thereof  in  North  Carolina  for  the  years 
1924-25  and  1925-26. 

Number  of  trucks  used  for  transportation,  1925-1926  2,317 

Number  of  trucks  used  for  transportation,  1924-1925  1,909 

Increase     408 

Number  of  pupils  transported,  1925-1926  87,283 

Number  of  pupils  transported,  1924-1925  69,295 

Increase     17,988 

Total  daily  mileage  of  all  trucks,  1925-1926 51,869 


Part  III  261 

Total  daily  mileage  of  all  trucks,  1924-1925  40,667 

Increase     11,202 

Amount  spent  for  transportation  (operation  and  mainte- 
nance)   1925-1926  $1,302,719.92 

Amount  spent  for  transportation  (operation  and  mainte- 
nance)   1924-1925  994,611.69 

Increase     308,108.23 

Average  annual  cost  per  pupil  transported  1925-1926  14.93 

Average  annual  cost  per  pupil  transported  1924-1925  14.35 

Increase   .58 

Total  spent  for  purchase  of  trucks,  1925-1926 552,291.28 

Total  spent  for  purchase  of  trucks,  1924-1925  647,512.45 

Decrease    95,221.17 

The  transportation  of  pupils  in  North  Carolina  began  a  little  more  than 
ten  years  ago,  but  the  growth  of  it  really  began  about  1921-1922,  when 
there  were  transported  in  North  Carolina  20,359  pupils.  Since  that  time  the 
growth  has  been  very  rapid.  In  1925-1926  there  were  transported  87,283 
pupils.  It  is  doubtful  whether  any  states  in  the  Union  except  perhaps  two, 
transport  more  pupils  than  does  North  Carolina.  Although  the  consolidated 
school  offers  much  better  advantages  to  the  pupils,  it  adds  to  the  cost  of 
education.  Considering  capital  outlay  and  the  salaries  of  better  qualified 
teachers  and  transportation  the  cost  per  child  is  much  increased.  This  in- 
creased expense,  however,  has  now  become  a  fixed  chafge. 

These  figures,  and  those  contained  in  Tables  II  and  III  attached  to  the 
end  of  Part  III,  are  the  most  complete  figures  available  on  the  question  of 
consolidation  and  transportation.  They  have  been  gathered  from  the  re- 
ports from  the  counties  with  great  care,  though  the  reports  are  not  always 
accurate  in  showing  a  distinction  between  the  operating  cost  and  the  invest- 
ment cost. 

It  will  be  noted  from  the  above  figures  that  for  the  year  ending  June  30, 
1926,  the  number  of  trucks  in  use  increased  26%  per  cent  over  the  number, 
used  for  the  year  ending  June  30,  1925;  that  the  number  of  pupils  trans- 
ported for  the  year  ending  June  30,  1926,  exceeded  by  26  per  cent  the 
number  of  pupils  transported  for  the  year  ending  June  30,  1925;  that  the 
daily  mileage  of  all  trucks  for  the  year  ending  June  30,  1926,  exceeded  by 
27%  per  cent  the  total  daily  mileage  of  all  trucks  for  the  year  ending 
June  30,  1925;  that  the  amount  spent  for  transportation,  that  is,  operation 
and  maintenance,  for  the  year  ending  June  30,  1926,  exceeded  by  31  per  cent 
the  amount  spent  for  the  year  ending  June  30,  1925;  and  that  the  average 
annual  cost  per  pupil  transported  for  the  year  ending  June  30,  1926,  ex- 
ceeded the  cost  for  the  year  ending  June  30,  1925,  by  4  per  cent.  This  expense 
of  consolidation  and  transportation  is  an  ever  growing  and  increasing 
expense  of  the  school  system  of  the  State.  For  the  year  1925-1926  trans-  "1 
portation  of  children  to  consolidated  public  schools  cost  more  than  the  entire  / 
public  school  system  of  the  State  cost  for  the  year  1900-1901. 

It  must  be  remembered,  however,  that  by  consolidation  and  transportation 
more  efficient  and  more  advanced  instruction,  including  high  school  and 
vocational  instruction,  longer  terms,  and  better  equipment  have  been  placed 


262  Eepobt  of  Educational  Commission 

within  the  reach  of  a  very  much  larger  number  of  children,  and  that  there 
has  been  a  decided  saving  by  the  reduction  of  the  number  of  teachers  and 
other  expenses. 

The  cost  of  transportation  is  the  biggest  item  in  current  expense  other 
than  salaries  of  the  rural  schools.  In  fact  it  is  bigger  than  all  other  items 
of  current  expense  combined.  It  is  a  growing  cost  and  it  will  perhaps 
continue  to  grow  for  four  or  five  years.  It  may  eventually  reach  $2,000,000 
annually.  Transportation,  however,  is  the  only  practicable  method  of  giving 
to  the  average  rural  pupil  the  opportunity  for  group  activity  and  group 
experiences  which  the  city  child  enjoys.  In  addition  to  this  it  is  also  the 
only  feasible  way  at  present  of  bringing  the  average  rural  child  into  contact 
with  well  educated,  professionally  trained  teachers.  Although  the  average 
pupil  transported  to  the  consolidated  school  has  a  better  teacher  at  a  higher 
salary  than  the  pupil  attending  the  one,  two,  or  three-teacher  school,  the 
cost  for  instructional  service  for  him  is  less  than  it  is  for  the  pupil  who 
attends  the  small  school.  The  cost  of  instructional  service  plus  the  cost 
of  transportation,  however,  for  the  pupil  attending  the  consolidated  school 
is  higher  than  the  cost  of  instructional  service  for  the  pupil  attending  the 
small  school.  As  the  county  roads  continue  to  be  improved  and  as  school 
superintendents  get  transportation  better  standardized,  it  is  reasonable  to 
expect  the  average  annual  per  pupil  cost  to  be  substantially  lowered. 


Part  III 


263 


TABLE  I.— BALANCE  DUE  BY  COUNTIES  TO  STATE  SPECIAL  BUILDING  FUND  JUNE 

30TH,  1926 


County 


Alamance 

Alexander... 

Alleghany 

Anson 

Ashe 

Avery 

Beaufort 

Beatie 

Bladen 

Brunswick... 
Buncombe. . 

Burke 

Cabarrus 

Caldwell 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland 

Columbus ... 

Craven 

Cumberland. 

Currituck 

Dare 

Davidson 

Davie 

Duplin 

Durham 

Edgecombe.. 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

Guilford 

Halifax 

Harnett 

Haywood. . . 
Henderson. . 
Hertford 

Hoke.. 

Hyde 

Iredell 

Jackson 


Balance  Due 
July  1,  1925 


101, 
60, 

24, 

101, 

3, 

70, 

50, 

62, 

76, 

16, 

167, 

82, 

103, 

100, 

13, 

34, 

54, 

136, 

70, 

62, 


500.00 
500.00 
890.00 
310.00 
500.00 
650.00 
375.00 
150.00 
675 .00 
200.00 
350.00 
200.00 
500 .00 
500.00 
500.00 
030.00 
950.00 
800.00 
420.00 
150.00 


32, 
131, 

44, 
161, 
111, 

55, 

11, 
112, 

96. 
113, 
127, 
144, 
187, 
145, 
190, 

61', 


850.00 
250.00 
150.00 
500.00 
400.00 
410.00 
250 .00 
685 .00 
300.00 
100.00 
250 .00 
300.00 
000 .00 
400.00 
850.00 
600.00 


151, 

87, 

280, 

180, 

167, 

78, 

96, 

11, 

25, 

39, 

91, 


900.00 
200.00 
250.00 
300.00 
450.00 
500.00 
500.00 
850.00 
200.00 
050.00 
850,00 
550.00 


Loans 
1925-1926 


57,000.00 


10,500.00 
40,000.00 


100,000.00 
72,000.00 

118,000.00 
65,5,00.00 
15,000.00 
20,000.00 
60,000.00 
58,000.00 
6,500.00 


83,000.00 
130,000.00 
45,000.00 
64,000.00 


67,000.00 
23,000.00 
115,000.00 
90,000.00 
62,000.00 


95,000  00 
155,000.00 
44,000.00 
20,000.00 


40,000.00 
155,000.00 

90,000.00 
128,000.00 


70,000.00 
12,000.00 


130,000.00 
40,000.00 


Total 


101,500.00 

60,500.00 

24,890.00 

158,310.00 

3,500.00 

70,650.00 

50,375.00 

167,150.00 

116,675.00 

16,200.00 

267,350.00 

154,200.00 

221,500.00 

166,000.00 

28,500.00 

54,030.00 

114,950.00 

194,800.00 

76,920.00 

62,150.00 


32,850.00 

214,250.00 

174,150.00 

206,500.00 

175,400.00 

55,410.00 

11,250.00 

179,685.00 

119,300.00 

228,100.00 

217,250,00 

206,300.00 

187,000.00 

240,400.00 

345,850.00 

105,600.00 

20,000.00 

151,900.00 

127,200.00 

435,250.00 

270,300.00 

295,450.00 

78,500.00 

166,500.00 

23,850.00 

25,200.00 

39,050.00 

221,850.00 

129,550.00  I 


Less  Repay- 
ments 1925-26 


5,500.00 
3,250.00 
1,435.00 
5,500.00 

200.00 
3,950.00 
2,875.00 
3,475.00 
4,225.00 

900.00 
9,150.00 
4,450.00 
5,500.00 
5,500.00 

750.00 
1,925.00 
3,000.00 
7,450.00 
3,850.00 
3,350.00 


1,800.00 
7,100.00 
2,400.00 
8,750.00 
6,050.00 
3,030.00 
625.00 
6,215.00 

52,000.00 
6,050.00 
7,000.00 
7,850.00 

10,000.00 
7,800.00 

10,400.00 
3,300.00 


8,250.00 
4,800.00 
15,250.00 
9,700.00 
9,000.00 
4,250.00 
5,250.00 
650.00 
1,400.00 
2,100.00 
5,150.00 
4,825.00 


Balance  Due 
June  30.  1926 


96,000.00 

57,250.00 

23,455.00 

152,810.00 

3,300.00 

66,700.00 

47,500.00 

163,675.00 

112,450.00 

15,300.00 

258,200.00 

149,750.00 

216,000.00 

160,500.00 

27,750.00 

52,105.00 

111,950.00 

187,350.00 

73,070.00 

58,800.00 


31,050.00 

207,150.00 

171,750.00 

197,750.00 

169,350.00 

52,380.00 

10,625.00 

173,470.00 

114,100.00 

222,050.00 

210,250.00 

198,450.00 

177,000.00 

232,600.00 

335,450.00 

102,300.00 

20,000.00 

143.650.00 

122,400.00 

420,000.00 

260,600.00 

286,450.00 

74,250.00 

161,250.00 

23,200.00 

23,800.00 

36,950.00 

216,700.00 

124,725.00 


264 


Report  of  Educational  Commission 


TABLE  I.— Continued 


County- 


Johnston  

Jones 

Lee 

Lenoir 

Lincoln 

Macon 

Madison - 

Martin 

McDowell 

Mecklenburg . . 

Mitchel 

Montgomery . . 

Moore 

Nash 

New  Hanover. 
Northampton . 

Onslow 

Orange 

Pamlico 

Pasquotank... 

Pender. 

Perquimans . . . 

Person 

Pitt 

Polk 

Randolph. .... 

Richmond 

Robeson 

Rockingham . . 

Rowan 

Rutherford 

Sampson 

Scotland 

Stanly 

Stokes 

Surry 

Swain 

Transylvania- 
Tyrrell. 

Union 

Vance 

Wake 

Warren 

Washington- .. 

Watauga 

Wayne 

Wilkes 

Wilson 

Yadkin 

Yancey 


Total- 


Balance  Due 
July  1,  1925 


251,500.00 
74,150.00 
19,630.00 
126,000.00 
110,750.00 


108,000.00 

117,300.00 

49,400.00 

227,850.00 

58,950.00 

120,200.00 

87,800.00 

169,100.00 

101,800.00 

44,875.00 

76,300.00 

96,900.00 

77,000.00 

72,850.00 

64,600.00 

64,400.00 

87,175.00 

147,150.00 

55,000.00 

131,300.00 

85,950.00 

160,825.00 

166,500.00 

164,700.00 

115,425.00 

23,750.00 

119,500.00 

113,250.00 

60,375.00 

136,625.00 

60,500.00 

56,000.00 

7,200.00 

79,490.00 

81,400.00 

210,735.00 

86,950.00 

45,000.00 

21,750.00 

150,500.00 

122,000.00 

152,000.00 

29,700.00 

33,550.00 


$    9,242,700.00 


Loans 
1925-1926 


58,000.00 
125,000.00 
75,000.00 
24,000.00 
95,000.00 
35,000.00 
75,000.00 
165,000.00 
46,000.00 
60,000.00 
50,000.00 
50,000.00 
100,000.00 
28,000.00 
85,000.00 
33,000.00 
27,000.00 
60,000.00 


23,000.00 
32,000.00 


40,000.00 
67,000.00 
75,000.00 


80,000.00 
130,000.00 


70,000.00 


111,000.00 
10,000.00 
45,000.00 
20,000.00 
70,000.00 
70,000.00 

260,000.00 
30,000.00 


84,000.00 
60,000.00 
74,000.00 
33,000.00 
50,000.00 


$    5,000,000.00 


Total 


251,500.00 

74,150.00 

77,630.00 

251,000.00 

185,750.00 

24,000.00 

203,000.00 

152,300.00 

124,400.00 

392,850.00 

104,950.00 

180,200.00 

137,800.00 

219,100.00 

201,800.00 

72,875.00 

161,300.00 

129,900.00 

104,000.00 

132,850.00 

64,600.00 

87,400.00 

119,175.00 

147,150.00 

95,000.00 

198,300.00 

160,950.00 

160,825.00 

166,500.00 

244,700.00 

245,425.00 

23,750.00 

119,500.00 

183,250.00 

60,375.00 

247,625.00 

70,500.00 

101,000.00 

27,200.00 

149,490.00 

151,400.00 

470,735.00 

116,950.00 

45,000.00 

21,750.00 

234,500.00 

182,000.00 

226,000.00 

62,700.00 

83,550.00 


$  14,242,700.00 


Less  Repay- 
ments 1925-26 


13,500.00 
4,050.00 
1,045.00 
6,750.00 
6,050.00 


5,750.00 
6,350.00 
2,700.00 

12,350.00 
3,200.00 
6,500.00 
4,750.00 
9,200.10 
5,600.00 
2,450.00 
4,100.00 
5,250.00 
4,250.00 
3,950.00 
3,400.00 
3,450.00 
4,725.00 
8,000.00 
3,000.00 
7,100.00 
4,700.00 
8,775.00 
9,000.00 
8,900.00 
6,325.00 
1,250.00 
6,450.00 
6,150.00 
3,375.00 
7,375.00 
3,250.00 
3,000.00 
400.00 
4,410.00 
4,400.00 

11,565.00 
4,750.00 
2,500.00 
1,250.00 
8,250.00 
6,600.00 
8,250.00 
1,650.00 
1,925.00 


502,400.00 


Balance  Due 
June  30,  1926 


238,000.00 

70,100.00 

76,585.00 

244,250.00 

179,700.00 

24,000.00 

197,250.00 

145,950.00 

121,700.00 

380,500.00 

101,750.00 

173,700.00 

133,050.00 

209,900.00 

196,200.00 

70,425.00 

157,200.00 

124,650.00 

99,750.00 

128,900.00 

61,200.00 

83,950.00 

114,450.00 

139,150.00 

92,000.00 

191,200.00 

156,250.00 

152,050.00 

157,500.00 

235,800.00 

239,100.00 

22,500.00 

113,050.00 

177,100.00 

57,000.00 

240,250.00 

67,250.00 

98,000.00 

26,800.00 

145,080.00 

147,000.00 

459,170.00 

112,200.00 

42,500.00 

20,500.00 

226,250.00 

175,400.00 

217,750.00 

61,050.00 

81,625.00 


13,740,300.00 


Pakt  III 


265 


TABLE  II.— CONSOLIDATED   SCHOOLS  AND   PUPILS  TRANSPORTED,   1925-1926 


County 

o 

a  £ 
£« 

St- 

"a 
o 
H 

Number 
Pupils 
Trans- 
ported 

Total 
Number 
Trucks 

Used 

Daily 
Mileage 

All 
Trucks 

1 
1 
1 
2 

1 
1 
1 
1 
1 

1 
3 
1 
5 
2 
3 
4 
7 
5 
1 

11 
3 

2 
4 
2 
12 
10 
5 
13 
19 
10 
4 
16 
6 

439 

272 

19 

8 

297 

266 

5 
8 
2 
8 
11 
4 
2 
4 
3 

1,270 
220 
642 
662 
647 

1,116 
217 

2,347 
640 

35 

8 

9 

24 

25 

35 

6 

37 

20 

865 

61 

186 

540 

525 

1,014 

173 

1,056 

455 

Caldwell 

5 
1 
2 
4 
4 
1 
2 
1 
1 
13 
12 
3 
2 
2 
1 
1 

1 
2 
1 

3 

2 
3 
2 
8 
3 

8 
3 
5 
7 
14 
5 
2 
2 
2 
19 
20 
10 
16 
4 
2 
10 
4 
3 
9 
8 
11 
8 
14 
5 
1 
7 
8 
19 
12 
16 
6 
5 
3 
6 
7 
5 
8 
13 
6 
3 
5 
8 

321 
210 
480 

1,004 

1,895 
752 
47 
78 
60 
617 

1,560 

1,474 

1,765 

536 

98 

1,452 
919 

1,051 
984 

1,183 

2,555 
703 

1,343 
627 
275 

2,287 
406 

3,297 
690 

1,109 
320 
379 
571 
568 
359 

1,395 
455 

2,212 
660 
645 

1,180 

1,200 
35 

9 

7 

12 

25 

38 

23 

2 

2 

2 

24 

46 

37 

34 

21 

5 

27 
15 
38 
25 
44 
41 
24 
26 
18 
8 
92 
14 
67 
25 
41 
11 
13 
20 
12 
13 
29 
9 

67 
26 
13 
36 
20 
1 

204 

70 

326 

582 

962 

492 

48 

1 
1 
1 
1 

1 

2 
1 

5 

7 
7 

13 
2 
1 
7 
3 
3 
6 
6 

11 
2 
5 
2 
1 
6 
1 

14 
1 
7 
4 
1 
2 
1 
1 
2 
3 
9 
2 
2 
4 
2 

30 

Clay.... 

44 

496 

1,213 

975 

1,876 

474 

64 

750 

477 

836 

3 

2 

611 

663 

Forsyth 

946 

6 

8 
2 

1 
1 

429 

495 

347 

Graham 

90 

1 
6 
4 
10 

8 

1 
1 
1 
1 
2 
1 
1 

2 

1 

1 

2 

1,608 

300 

Guilford 

1,790 

490 

1,007 

Haywood 

230 

3 

207 

Hertford _ 

380 

Hoke 

5 
4 
3 
4 
4 
3 
1 
1 
4 

296 

Hyde 

251 

Iredell 

678 

230 

1,158 

486 

Lee 

313 

Lenoir .  . 

684 

Lincoln 

529 

Macon 

14 

266 


Report  of  Educational  Commission 


TABLE  II— Continued 


County 


Madison 

Martin.. 

McDowell 

Mecklenburg- 
Mitchell 

Montgomory. 

Moore. 

Nash 


New  Hanover. 
Northampton- 
Onslow 

Orange 

Pamlico 

Pasquotank 

Pender --- 

Perquimans.- - 

Person 

Pitt... 


Polk 

Randolph 

Richmond 

Robeson 

Rockingham. 

Rowan 

Rutherford... 

Sampson 

Scotland 

Stanly 

Stokes.. 

Surry 


Swain 

Transylvania- 
Tyrrell 

Union. 

Vance 

Wake 

Warren 

Washington... 

Watauga 

Wayne 

Wilkes 

Wilson 

Yadkin 

Yancey 


North  Carolina. 


360 


395 


Number 
Pupils 
Trans- 
ported 


507 

572 

500 

2,225 

265 

1,774 

1,578 

994 

310 

817 

642 


700 

944 

266 

549 

1,224 

540 

711 

1,172 

2,035 

1,434 

155 

2,140 

1,157 

613 

2,559 

958 

888 

144 

120 

40 

435 

836 

936 

884 

660 

201 

1,676 

402 

2,735 

166 

120 


87,283 


Total 
Number 
Trucks 

Used 


2,317 


Daily 
Mileage 

All 
Trucks 


238 
414 
200 
1,029 
100 
1,096 
918 
640 
224 
416 
578 
449 
298 
240 
772 
314 
510 
727 
216 
494 
726 
1,346 
307 

40 
1,353 
834 
480 
995 
434 
555 

46 
152 

24 
277 
396 
626 
601 
442 

94 

812 

306 

1,499 

42 

20 


51,869 


268 


Report  of  Educational  Commission 


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PART  IV 

THE  FINANCIAL  CONDITION  OF  COUNTIES 


is 


LETTER  OF  TRANSMITTAL 

To  His  Excellency,  Governor  Angus  Wilton  McLean 
Raleigh,  North  Carolina: 

The  State  Educational  Commission  herewith  presents  Part  IV  of  the  Re- 
port on  the  Public  School  System  of  North  Carolina  originally  presented  to 
you  in  January  of  this  year.  Part  IV  is  submitted  at  this  time  by  virtue  of 
the  fact  that  you  gave  permission  to  the  Commission  to  submit  at  a  later 
date  a  further  study  dealing  particularly  with  the  financial  condition  of 
counties  and  subdivisions  of  counties  with  respect  to  local  tax  burdens  and 
local  indebtedness.  The  Commission  sincerely  regrets  that  the  magnitude  of 
its  task  and  the  difficulties  involved  in  securing  dependable  information  de- 
layed the  completion  of  this  Report. 

You  will  note  that  Part  IV  presents  (1)  a  detailed  study  of  the  assessed 
valuations  and  the  property  taxes  levied  for  various  purposes  by  all  the  units 
of  local  government  which  have  the  power  of  levying  property  taxes,  and  (2) 
a  study  of  the  total  indebtedness  of  all  the  units  of  local  government  in  North 
Carolina  and  the  purposes  for  which  such  indebtedness  was  incurred. 

The  Commission  has  provided  a  short  running  account  of  the  facts  pre- 
sented in  the  tables.  It  has,  to  this  extent,  tried  to  interpret  the  most  im- 
portant facts  shown  in  the  tables.  In  doing  this,  however,  the  Commission 
has  tried  to  leave  room  for  any  reader  to  make  his  own  interpretation  and  it 
urges  those  interested  in  the  material  of  this  report  to  study  the  tables  as 
well  as  to  read  the  running  account.  The  Commission  is  of  the  opinion  that 
the  chief  merit  of  the  Report  will  be  found  quite  as  much  in  the  facts  col- 
lected and  organized  as  in  the  description  or  interpretation  of  these  facts. 

The  State  Educational  Commission  desires  to  express  to  you  its  genuine  ap- 
preciation of  the  sustained  interest  which  you  have  shown  in  the  work  of 
the  Commission  and  to  assure  you  that  your  interest  has  been  of  real  help 
and  inspiration  to  each  member  of  the  Commission. 

This  30th  day  of  June,  1927. 

Very  respectfully  submitted, 

J.  0.  Carr,  Chairman  Stanley  Winborne 

J.  Y.   Joyner,  Executive  Secretary       T.  Wingate  Andrews 
Mrs.  E.  L.  McKee  Edgar  "W.  Pharr 

Mrs.  J.  A.  Brown  Sam  C.  Lattimore 

Mrs.  James  G.  Fearing  N.  O'Berry 

J.  K.  Norfleet  C.  E.  Teagtje 


PART  IV 

THE  FINANCIAL  CONDITION  OF  COUNTIES 

CHAPTER  I 

PROPERTY  TAXES  LEVIED  BY  COUNTIES  AND  SUBDIVISIONS  OF 
COUNTIES,  INCLUDING  CITIES  AND  TOWNS 

Introductory  Statement 

The  Educational  Commission  is  of  the  opinion  that  the  citizens  of  North 
Carolina  wish  to  be  informed  both  as  to  the  extent  of  the  property  tax 
burden  in  the  State  and  as  to  the  application  of  this  tax  to  the  support  of 
public  education  and  of  other  public  services.  This  the  chapter  on  property 
taxes  undertakes  to  show. 

The  constitution  of  North  Carolina  provides  for  the  levy  of  what  is  called 
the.  general  property  tax  as  distinguished  from  a  classified  property  tax. 
In  other  words,  in  North  Carolina  property  is  taxed  by  the  uniform  rule. 

Since  1921  North  Carolina  as  a  State  has  levied  no  property  tax.  Before 
1921  the  State  had  for  several  years  developed  somewhat  carefully  a  number 
of  sources  of  revenue  other  than  the  property  tax.  In  the  general  election 
of  1920  the  constitution  was  amended  so  as  to  permit  the  State  to  levy  an 
income  tax.  After  providing  for  the  levy  of  a  graduated  income  tax  the 
Legislature  of  1921  felt  that  it  could  with  reasonable  safety  discontinue  the 
levy  of  a  State  property  tax.  Therefore,  in  1921  it  turned  over  this  source 
of  revenue  to  the  use  of  the  counties,  townships,  school  districts,  and  cities 
and  towns. 

The  general  property  tax  had  already  for  a  long  time,  of  course,  been  the 
main  source  of  revenue  for  the  subdivisions  of  the  State.  Since  1921  they 
have  cultivated  this  source  even  more  assiduously  than  before.  The  counties 
and  cities  and  towns  also  rely  to  some  extent  on  the  poll  tax.  In  addition 
they  receive  a  fairly  considerable  school  revenue  from  the  proceeds  of  fines, 
forfeitures,  penalties,  etc.  They  derive  a  small  amount  from  license  and 
privilege  taxes.  The  counties  receive  some  income  for  schools  from  the 
dog  tax.  The  backbone  of  the  revenue  system  of  the  subdivisions  of  the 
state  is,  however,  the  property  tax. 

Equalization  of  Valuations 

Both  the  constitution  and  the  statute  provide  that  real  property  shall  be 
assessed  and  personal  property  shall  be  listed  for  taxation  "at  its  true  value 
in  money."  In  Part  I  of  this  report  the  Commission  pointed  out  that 
equalization  of  the  assessments  of  property  is  essential  to  the  successful  and 
just  working  of  the  property  tax.1  The  Commission  does  not  pretend  to 
believe,  however,  that  the  valuation  of  property  among  the  several  counties 
is  equalized  either  at  its  true  value  or  at  any  given  percentage  of  its  true 
value.     Neither  does  it  believe  that  the  valuations  are   equalized   or  even 

1  See  page  10,  Part  I. 


278  Report  of  Educational  Commission 

approximately  equalized  among  the  townships  of  a  given  county,  nor  among 
individuals  in  a  given  community.  The  Commission  restates  here  its  belief, 
expressed  more  fully  in  Part  I,  that  until  the  assessing  of  property  is  under- 
taken under  the  supervision  and  control  of  the  State  and  is  continuously 
revised  and  kept  up  to  date,  there  is  no  real  hope  of  achieving  any  practical 
equalization  of  assessments  either  among  individuals  or  among  local  govern- 
mental units. 

Assessed  Valuation  op  Property  1926 

Table  I  of  Part  I  shows  the  total  assessed  valuation  of  taxable  property  in 
North  Carolina  by  counties  from  1920  to  1926  inclusive.  Table  I  of  Part  IV 
summarizes  in  detail  the  assessed  valuation  of  all  classes  of  property  as  re- 
quired by  law  for  the  year  1926.  The  assessed  valuation  of  taxable  property 
in  1926  was  $2,798,293,601.  Of  this  total,  $1,901,555,230  represents  real 
property,  $595,941,900  personal  property,  and  $300,796,471  the  valuation  of 
public  service  corporations  (railroads,  telegraph,  telephone  companies,  etc.), 
and  the  excess  valuations1  of  the  capital  stock  of  banks,  building  and  loan 
associations,  and  domestic  corporations  as  assessed  by  the  State  Board  of 
Assessment.  Roughly,  two  thirds  of  the  total  assessed  valuation  is  real 
property,  one  fifth  is  personal  property,  and  one  tenth  is  the  excess  valuation 
fixed  by  The  State  Board  of  Assessment.  More  exactly,  68  per  cent  is  real 
property,  21.3  per  cent  personal,  10.8  per  cent  excess,  etc. 

It  is  interesting  to  note  that  of  the  $1,900,000,000  valuation  of  real  property, 
the  valuation  of  land  (by  which  is  meant  the  real  property  of  rural  North 
Carolina)  is  approximately  $930,000,000  and  the  valuation  of  town  lots  (by 
which  is  meant  the  real  property  of  urban  North  Carolina)  is  $850,000,000. 
If  to  this  $850,000,000  of  town  real  property  is  added  the  valuation  of 
manufacturing  property  outside  of  incorporated  towns,  which  in  many  in- 
stances is  in  no  wise  different  from  urban  property  and  which  amounts  to 
$115,000,000,  the  city  real  property  just  about  balances  the  rural  real  property 
of  North  Carolina. 

Of  the  approximate  $2,800,000,000  total  valuation  of  all  property  in  North 
Carolina  (real,  personal  and  mixed),  $1,263,685,855  represents  the  assessed 
valuation  of  cities  and  towns,  and  $1,534,607,746  represents  the  valuation  of 
all  property  outside  of  cities  and  towns.  According  to  this  division,  45.2  per 
cent  of  all  property  is  city  property.  If  we  add  to  the  city  property  the  su- 
burban property  that  is  more  nearly  city  than  rural,  the  division  between 
city  and  rural  property  in  North  Carolina  again  becomes  about  even. 

It  is  somewhat  interesting  to  note  that  the  total  valuation  of  livestock  is 
only  42%  millions  and  that  the  assessed  valuation  of  all  household  and 
kitchen  furniture  above  the  $300  exemption  allowed  by  law  amounts  to  only 
a  little  more  than  24  millions.  More  significant,  however,  is  the  fact  that  the 
total  amount  of  solvent  credits  listed  for  taxation  is  only  $164,000,000. 

1  Excess  is  the  difference  between  the  true  cash  value  of  the  entire  property  of  a  corporation 
or  company  as  determined  by  the  State  Board  of  Assessment  and  the  assessed  value  of  the 
real  and  personal  property  listed  for  taxation  by  its  officers  in  the  county  where  such  real 
and  personal  property  is  located. 


Part  IV 


279 


Total  Property  Taxes  Levied 

In  Table  II  is  presented  a  summary  by  counties  of  the  total  property  taxes 
levied  by  all  subdivisions  of  the  State.  These  taxes  include  the  county- 
wide  taxes  both  for  schools  and  for  purposes  other  than  schools,  the  special 
district  school  taxes  levied  in  addition  to  the  countywide  six  months  school 
tax,  district  and  township  special  taxes  for  purposes  other  than  schools,  and 
city  and  town  taxes  for  purposes  other  than  schools.  The  total  property 
taxes  levied  by  all  subdivisions  of  the  State  in  1926  was  $56,671,185.  Counties 
levied  $33,446,966,  districts  and  townships  $11,044,377,  and  cities  and  towns 
$12,179,842.  Of  the  total  of  nearly  57  millions  levied,  the  counties  levied 
59.0  per  cent,  districts  and  townships  19.5  per  cent,  and  cities  and  towns  21.5 
per  cent. 

CHART  I 
Property  Taxes  For  Schools  and  For  Other  Services  in  North  Carolina,  1926 


Districts    and 
Townships 


Cities     and     Towns 


School 

$   9,370,433 

Other 

1,673,944 

Other 

12,179,842 

Counties 


Total   Property 
Taxes 


School 
Other 


School 
Other 


17,321,621 
16,125,345 


26,692,054 
29.979,131 


H  Indicates  property  taxes  levied  for  schools. 

□  Indicates  property  taxes  levied  for  other  services. 

No  property  taxes  are  levied  for  schools  by  the  cities  and  towns. 


Of  this  total  of  fifty  seven  millions,  $26,692,054  was  for  schools  and  $29,- 
979,131  for  other  purposes  than  schools.  Forty  seven  and  one-tenth  per  cent 
was  levied  for  public  schools  and  52.9  per  cent  for  purposes  other  than 
schools.  Cherokee  County  devoted  the  lowest  percentage  of  its  entire  tax 
to  schools,  allocating  only  31.2  per  cent  to  schools.  Gates  with  77.8  per  cent 
apportioned  the  highest  percentage  of  its  entire  taxes  to  the  support  of 
schools. 

Of  the  levy  of  $26,692,054  for  schools,  $17,321,621,  or  65  per  cent  of  the  total 
school    taxes,    was   levied    by    counties    for    the    support    of   the    six    months 


280  Eepoet  of  Educational  Commission 

constitutional  school  term,  and  $9,370,433,  or  35  per  cent  of  the  total,  by 
districts  for  extending  and  supplementing  the  six  months  term.  It  is  evident, 
of  course,  that  the  district  provides  more  generously  for  the  extended  school 
term  than  the  county  provides  for  the  minimum  six  months  term.  In  fact, 
in  many  cases,  the  county  provides  so  meagerly  for  the  six  months  term  that 
districts  which  desire  satisfactory  school  advantages  use  a  substantial  part 
of  their  special  district  levy  to  increase  the  effectiveness  of  the  six  months 
term  provided  for  them  by  the  county. 

There  is  a  wide  range  among  counties  in  providing  support  for  public 
education.  Some  counties  provide  a  generous  measure  of  support  measured 
by  highest  standards,  others  provide  meagerly  measured  by  acceptable  stand- 
ards. Counties  which  provide  least  generously  for  schools  are  the  counties 
which  show  the  highest  percentage  of  their  total  school  tax  going  to  the 
support  of  the  six  months  school  term.  The  county  which  offers  least 
educational  opportunity  above  the  six  months  term,  measured  according  to 
this  criterion,  is  Watauga,  which  used  94.5  per  cent  of  its  total  school  tax  for 
the  six  months  term.  Watauga  is  followed  by  Alleghany,  which  devotes 
90.1  per  cent  of  its  total  school  tax  to  the  support  of  the  six  months  term, 
and  by  Yancey  with  85.2  per  cent,  Tyrrell  with  86.2  per  cent,  Clay  with  86.9, 
Stokes  with  88.4  per  cent,  Caswell  with  88.8  per  cent  and  Ashe  with  89.9 
per  cent. 

At  the  other  end  of  the  list  Guilford  provides  so  generously  for 
public  education  that  only  43.3  per  cent  of  its  total  tax  levy  for  schools  is 
levied  for  the  support  of  the  six  months  term.  Forsyth  County  comes  second 
with  only  45.8  per  cent  of  its  total  levy  going  to  the  support  of  the  six  months 
term,  Scotland  follows  with  52.0,  per  cent,  Moore  with  54.1,  Halifax  with 
54.7,  Wake  with  56.7,  Montgomery  with  57.1,  New  Hanover  with  57.2,  Wayne 
with  57.4,  Cherokee  with  58.4,  and  Lee  with  59.2  per  cent. 

Township  and  district  taxes  levied  for  purposes  other  than  schools  were 
$1,673,944.     In  the  main  these  are  township  taxes  levied  for  roads. 

The  city  and  town  property  tax  levy  amounted  in  1926  to  $12,179,842  on  an 
assessed  valuation  of  $1,263,685,855.  This  is  the  amount  of  property  taxes 
levied  by  the  cities  and  towns  with  schools  excluded.  The  special  school  tax 
paid  by  cities  and  towns  is  included  in  the  special  district  tax  for  schools 
column  in  Table  II. 

Counttwide  Tax  Rates  and  Assessed  Taxes 

Table  III  shows  the  rate  and  the  amount  of  taxes  levied  by  counties  in 
1926  for  the  constitutional  six  months  school  term  and  for  all  purposes  other 
than  schools.  The  total  county  levy  for  all  purposes  amounted  to  $33,446,966. 
The  weighted,  or  true,  average  countywide  rate  was  $1,195  on  the  one  hundred 
dollars  of  valuation.  This  means  that  a  rate  of  $1,195  applied  against  the 
total  assessed  valuation  of  the  State  of  $2,798,293,601  would  produce  the  total 
of  $33,446,966. 


Part  IV  281 

The  countywide  tax  for  the  six  months  school  term  was  $17,321,621;  for 
purposes  other  than  schools  $16,125,345.  This  is  the  equivalent  of  a  State- 
wide rate  of  61.9  cents  for  the  six  months  term  and  57.6  cents  for  purposes 
other  than  schools. 

The  biggest  item  in  the  total  of  $16,125,345  levied  for  purposes  other  than 
schools  was  $6,244,950,  levied  for  bonds  and  interest,  that  is,  for  debt  service. 
Roughly  38  per  cent  of  the  total  county  property  tax  other  than  schools  is  for 
debt  service.  The  second  largest  item  was  $5,609,458  for  roads  and  bridges. 
Roads  and  bridges  would  probably  represent  the  biggest  single  item  in  the 
countywide  taxes  for  purposes  other  than  schools  except  for  the  fact  that 
several  counties,  such  as  Wake,  Vance,  Edgecombe,  and  others,  support  their 
road  systems  by  township  or  district  levy  rather  than  by  countywide  levy. 
The  next  biggest  item,  $3,864,915,  is  levied  for  the  support  of  county 
government. 

From  Table  III  it  is  seen  that  slightly  more  than  one-half  of  the  county- 
wide  levy  is  for  the  six  months  school  term.  Exactly  51. S  per  cent  is 
for  the  six  months  term  and  48.2  per  cent  for  purposes  other  than  schools. 
This  table  shows  that  in  1926  the  lowest  rate  levied  for  the  six  months 
school  term  was  28  cents  by  Forsyth  County  and  the  highest  rate  was  $1.25  by 
Pender  County.  The  lowest  rate  levied  for  purposes  other  than  schools  was 
23%  cents  by  Edgecombe  County  and  the  highest  rate  was  $1.74  by  Clay 
County.  It  is  probable  that  the  lowest  true  rate  is  27  cents,  also  levied  by 
Forsyth  County.  Although  the  county  rate  of  Edgecombe  is  only  23%  cents, 
this  county  maintains  its  roads  and  bridges  from  township  rates  which  would, 
if  levied  on  a  countywide  basis,  raise  the  countywide  rate  above  the 
Forsyth  rate. 

District  Taxes  fok  Schools 

In  Table  II  is  presented  a  summary  by  counties  of  the  total  amount 
of  special  tax  levied  by  districts  for  schools.  These  levies  are,  of  course, 
in  addition  to  the  countywide  levy  for  the  support  of  the  constitutional  six 
months  school  term. 

Table  IV  shows  by  counties  the  special  taxes  levied  by  individual  districts. 
This  table  shows  alphabetically  the  name  of  each  district  levying  a  special 
school  tax,  the  valuation  of  the  district,  the  rate,  and  the  amount  of  the  levy. 
The  table  shows  separately  the  special  charter  or  city  districts  and  the 
local  tax  and  special  school  taxing  districts  that  come  more  particularly 
under  the  control  of  the  County  Board  of  Education.  Of  the  levy  of  $9,370,- 
433  for  all  districts,  $4,943,954,  or  52.8  per  cent  of  the  total,  is  levied  by 
special  charter  districts  and  $4,426,479,  or  47.2  per  cent,  by  other  districts. 
Roughly  speaking,  this  means  52.8  per  cent  for  city  and  town  schools  and 
47.2  per  cent  for  the  more  progressive  of  the  rural  schools. 

The  enrollment  of  the  city  schools  levying  the  $4,943,954  is  185,931.  The 
enrollment  of  the  local  tax  and  special  school  taxing  districts  levying  the 
$4,426,479  is  323,056.  In  other  words  the  cities,  with  only  36.5  per  cent  of 
the  enrollment  of  the  districts  levying  special  taxes,  levy  52.8  per  cent  of  the 


282  Report  of  Educational  Commission 

special  taxes  levied.  Stated  differently,  the  special  charter  districts  levy  an 
average  of  $26.59  special  tax  per  pupil  enrolled.  The  local  tax  and  special 
school  taxing  districts,  in  the  main  rural  districts  levying  special  taxes, 
levy  $13.70  per  pupil  enrolled.  This  would  seem  to  indicate  that  city  districts 
are  more  interested  in  providing  adequate  schools  and  school  terms  for  their 
children  than  are  country  districts.  Cities,  that  is  special  charter  dis- 
tricts, are,  however,  much  more  able  to  provide  an  adequate  extended 
term  than  are  country  districts.  The  wealth  per  pupil  enrolled  in  special 
charter  districts  is  $6,044;  in  local  tax  and  special  school  taxing  districts  it 
is  $2,983. 

The  district  taxes  for  schools  cover  a  much  wider  range  in  amount  than 
do  the  countyw'ide  taxes  levied  for  the  six  months  school  term.  The  smallest 
total  levy  for  the  six  months  term  was  $21,437,  levied  by  Dare  County;  the 
largest  was  $805,312,  levied  by  Buncombe.  The  county  levying  the  smallest 
total  amount  of  special  district  tax  for  schools  was  Alleghany,  which  levied 
only  $2,375.  The  second  smallest  amount  was  $3,543,  levied  by  Watauga. 
The  largest  amount  levied  was  $884,410  levied  by  Guilford.  This  includes 
both  the  taxes  levied  in  the  special  charter  districts  of  Greensboro  and  High 
Point  and  a  special  district  levy  by  the  county  as  a  whole  for  an  addition  of 
two  months  to  the  State  six  months  term. 

The  Commission  undertook  to  separate  the  levy  of  the  special  tax  districts, 
as  shown  in  Table  IV,  into  a  levy  for  current  expense  and  a  levy  for  debt 
service.  This  turned  out  to  be  impossible,  because  of  inability  to  get  an 
exact  distribution  of  the  amount  levied  for  current  expense  and  the  amount 
for  debt  service.  One  of  the  main  reasons  for  this  difficulty  is  the  fact  that 
different  counties  provide  for  the  debt  service  of  local  districts  in  different 
ways.  In  some  counties  each  district  meets  the  entire  interest  payments  and 
installments  on  its  buildings  out  of  its  special  tax  fund.  In  other  counties 
such  payments  are  made  in  part  by  the  County  Board  of  Education  from 
the  budget  for  the  six  months  school  term  and  in  part  by  the  local  district. 
In  still  other  counties  the  debt  service  of  the  local  district  is  carried  en- 
tirely by  the  County  Board  of  Education  and  is  provided  for  in  the  six 
months  term  budget. 

There  is  no  uniformity  among  counties,  nor  is  there  in  many  cases  a 
definite  policy  adhered  to  from  year  to  year  by  a  given  county.  This  way 
of  meeting  the  carrying  charge  on  bonds  and  loans  is  not  necessarily  bad, 
but  it  makes  accurate  knowledge  of  the  entire  situation  difficult  to  secure. 
,  In  studying  the  distribution  of  special  taxes  between  current  expense  and 
debt  service,  the  Commission  was  amazed  to  discover  that,  in  some  instances, 
districts  levying  as  much  as  a  20  or  30  cent  special  rate  were  unable  to  have 
an  extended  term,  because  of  the  heavy  carrying  charge  for  bonds  issued  or 
notes  given  for  buildings.  It  would  seem  that  the  law  requiring  the  schools 
to  be  operated  and  sufficient  buildings  to  be  located  in  accordance  with  a 
county-wide  plan,  should  also  require  that  these  be  erected  and  maintained 
by  the  county. 

District  and  Township  Taxes  for  Purposes  Other  Than  Schools 

Rural  districts  of  North  Carolina  as  a  rule  levy  special  property  taxes 
only  for  schools.     Table  II  shows  that  the  total  township  and  district  levy 


Part  IV  283 

for  purposes  other  than  schools  in  1926  was  only  $1,673,944.  Table  V  shows 
in  detail  by  counties  the  name  of  the  township  or  district  levying  a  special 
tax  for  purposes  other  than  schools,  the  valuation  of  such  township  or  dis- 
trict, the  purpose  of  the  levy,  and  the  rate  and  amount  of  levy.  In  the  main, 
such  taxes  are  levied  only  for  the  construction  and  maintenance  of  township 
roads  and  for  road  bonds.  In  addition  some  small  levies  are  made  for  drain- 
age districts,  township  railroad  bonds,  etc.  Usually  where  there  is  a  heavy 
township  tax  there  is  no  countywide  tax  for  roads. 

City  and  Town  Taxes 

Table  VI  shows  by  counties  the  tax  levied  by  each  city  or  town  for  the 
support  of  its  local  government.  The  summary  of  this  table  is  shown  in  Table 
II.  Table  VI  shows  by  counties  the  name  of  each  incorporated  town  levying 
a  special  tax,  the  valuation,  the  rate  for  the  general  or  current  expense  of  the 
town,  and  the  rate  for  debt  service,  (that  is,  for  bonds,  interest,  and  sinking 
fund).  A  few  small  towns  which  should  properly  be  included  in  this  table 
were  omitted  because  of  inability  to  secure  the  necessary  information  about 
their  tax  levies. 

It  has  already  been  pointed  out  that  where  a  special  charter  school  district 
is  a  part  of  an  incorporated  town  or  city  the  school  tax  is  included  in 
"District  School  Taxes"  shown  in  Table  IV.  This  has  been  done  because  all 
the  special  school  tax  should  properly  be  shown  in  one  table  and  because 
the  special  charter  school  tax  is  levied  in  some  instances  by  the  town  com- 
missioners and  in  others  by  the  county  commissioners.  Table  VI  shows  the 
tax  levy  for  city  and  town  purposes  exclusive  of  the  support  of  the  extended 
school  term.  The  assessed  valuation  for  all  cities  and  towns  that  levy  taxes 
for  their  maintenance  is  $1,263,685,855.  On  this  valuation  is  levied  a  total 
tax  of  $12,179,842.  Of  course  the  counties  which  have  no  large  cities  or 
towns  do  not  compare  with  the  large  industrial  counties  in  the  levy  of  city 
and  town  taxes.  Five  counties,  Camden,  Currituck,  Hyde,  Mitchell,  and 
Tyrrell  report  no  city  or  town  levying  a  property  tax.  On  the  other  hand, 
the  cities  in  two  counties — Guilford  and  Mecklenburg — levy  more  than  one 
million  dollars  each  for  the  support  of  their  city  governments.  The  city 
of  Durham  levies  for  the  support  of  its  city  government  40.6  per  cent  of  the 
total  tax  levied  in  Durham  County. 

The  reports  of  town  clerks,  which  are  exhibited  in  Table  VI,  show 
that  61  per  cent  of  this  total  levy  is  for  current  expenses  and  39  per  cent 
for  bonds,  interest  and  sinking  fund.  In  other  words,  the  debt  service 
of  the  cities  of  North  Carolina  requires  39  per  cent  of  the  total  city 
tax  levy.  Of  the  345  cities  and  towns  reporting  the  levy  of  a  property 
tax  in  1926,  171  showed  nothing  levied  for  debt  service.  These  were,  in  the 
main,  small  villages  which  have  made  no  substantial  street  improvement. 
Ten  cities  in  reporting  their  total  tax  rate  failed  to  separate  the  rate  for 
current  expenses  and  the  rate  for  debt  service.  One  hundred  and  sixty  four 
cities  reported  levy  for  debt  service.  The  percentage  of  the  total  rate  levied 
which  went  to  debt  service  ranged  from  less  than  10  per  cent  in  2  small  towns 
to  100  per  cent  in  5  small  towns.  The  total  distribution  of  the  percentage 
of  city  and  town  taxes  for  debt  service  is  as  follows: 


284 


Report  of  Educational  Commission 


Percentage  of  Property  Tax  Levied  for 
Debt  Service 


Under  10  per  cent 
11  to  20  per  cent. 
21  to  30  per  cent. 
31  to  40  per  cent.. 
41  to  50  per  cent . 
51  to  60  per  cent. 
61  to  70  per  cent. 
71  to  80  per  cent. 
81  to  90  per  cent. 
91  to  100  per  cent. 

Total 


Number  of  Towns 
Levying 


Percentage  of  Assessed  Valuation  Absorbed  in  Property  Taxes 

The  total  amount  of  property  taxes  levied  for  all  purposes  by  all  units  of 
government — counties,  districts,  townships,  cities,  and  towns — ranges  from 
$42,446  in  Dare  County  to  $3,319,516  in  Guilford.  The  total  property  tax 
levied  in  Alleghany  County  is  1.21  per  cent  of  the  total  property  valuation. 
The  property-tax  percentage  of  property  valuation  for  all  counties  which  is 
shown  in  Table  II  for  each  county,  ranges  from  this  minimum  of  1.21  per  cent 
in  Alleghany  to  a  maximum  of  3.29  per  cent  in  Cherokee.  The  average  per- 
centage for  the  State  is  2.03.  The  distribution  of  the  percentage  of  assessed 
valuation  absorbed  in  property  taxes  levied  is  summarized  as  follows: 


Percentage  Property  Taxes  Are  of 
Assessed  Valuation 

Number  of 
Counties 

1.00  to  1.25  per  cent      

1 

5 

11 

1.75  to  2.00  per  cent          

28 

2.01  to  2.25  per  cent 

26 

2.26  to  2.50  per  cent          

17 

2.51  to  2.75  per  cent 

6 

2.76  to  3.00  per  cent .- 

4 

3.01  to  3.25  per  cent 

1 

3.26  to  3.50  per  cent 

1 

Weighted  average  2.03  per  cent 

100 

The  Total  Rate  of  Ant  Given  Locality  Not  Shown 

No  attempt  has  been  made  to  show  the  tax  rate  for  all  purposes  of  any 
given  subdivision  of  any  county.  To  show  the  total  rate  is  manifestly  im- 
possible, because  of  the  overlapping  of  the  boundaries  of  special  school  dis- 


Part  IV  285 

tricts  with  city  and  town  and  township  boundaries.  For  example,  the  total 
tax  of  the  Chapel  Hill  special  charter  school  district  cannot  be  shown, 
because  one  part  of  this  district  lies  in  the  town  of  Chapel  Hill  and 
pays  the  countywide  rate,  the  special  district  rate  for  schools,  and  the  town 
rate,  and  another  part  lies  outside  of  the  town  of  Chapel  Hill  and  pays  all  the 
rates  enumerated  with  the  exception  of  the  town  rate. 

The  total  rate  for  all  purposes  paid  by  the  Greater  Greensboro  school 
district  cannot  be  determined  because  part  of  this  district  lies  within  what 
is  known  as  the  old  Greensboro  city  limits  and  pays  a  higher  tax  rate  than 
any  of  the  rest  of  the  district,  another  part  lies  in  what  is  known  as  the  new 
city  limits  and  outside  of  the  old  city  limits  and  pays  a  higher  rate  than  a 
third  part  of  the  district  which  lies  completely  outside  of  the  City  of 
Greensboro  and  pays  no  city  taxes  at  all. 

It  is  possible  however  for  any  individual  who  knows  the  exact  location  of 
his  home  or  property  in  a  given  county  to  determine  from  Tables  III  to  VI 
inclusive  the  total  tax  rate  levied  against  his  property  for  1926. 

The  Tax  Burden  per  Capita  in  North  Carolina 

If  it  is  assumed  that  the  total  population  of  North  Carolina  in  1926  was 
2,858,000,  the  estimate  of  the  Census  Bureau,  for  June  30,  1926,  the  total  prop- 
erty tax  levy  of  $56,671,185  represents  a  per  capita  property  tax  burden  of 
$19.83  for  all  purposes,  of  which  the  $26,692,054  levy  for  schools  represents  a 
per  capita  burden  of  $9.33. 

In  1926  the  county  poll  tax  levy  amounted  to  $807,722,  and  the  dog  tax 
levy  to  $169,946.  The  counties  collected  $236,270  as  license  and  privilege  tax. 
In  addition  the  cities  and  towns  levied  $254, 2641  on  polls.  The  total  local 
taxes  for  1926  were  $58,139, 387.2 

The  report  of  the  Commissioner  of  Revenue  shows  that  for  the  year  ending 
June  30,  1927  the  total  taxes  of  all  kinds  collected  by  the  State  (exclusive 
of  automobile  and  gasoline  taxes)  was  $11,647,858.  The  automobile  license, 
title  and  gasoline  taxes  collected  by  the  State  amounted  to  $14,175,424.  The 
total  tax  collected  by  the  State  was  $25,823,283. 

The  total  taxes  levied  for  all  purposes  by  the  State  and  all  subdivisions  of 
the  State  for  the  year  19263  amounted  to  $83,962,670.2  This  represents  a 
total  tax  burden  of  $29.38  per  capita. 

Growth  of  the  Tax  Burden  Since  1920 

Since  1920  the  cost  of  supporting  the  State  and  local  governments  has  in- 
creased tremendously.  Schools  and  purposes  other  than  schools  have  required 
and  have  received  large  increases  for  their  support  during  the  past  seven 
years.  Table  VIII  shows  by  years  a  summary  of  the  total  local  and  State 
taxes  levied  for  various  purposes  from  1920  to  1926,  inclusive,  and  it  shows 
the  increase  and  the  per  cent  of  increase  in  taxes  for  various  purposes  from 
1920  to  1926.    This  table  shows  by  years  the  taxes  levied  for  the  support  of 

1 1925  figures;   1926  reports  show  $199,701  but  are  not  complete. 

2  City  license  tax  not  included  because  of  inability  to  segregate  this  item  from  others  in 
the  city  reports  to  Commissioner  of  Revenue. 

sThe  local  tax  levies  for  1926  and  the  State  collections  for  the  fiscal  year  1926-27. 


286  Report  of  Educational  Commission 

the  six  months  school  term,  the  district  taxes  levied  for  extending  and  sup- 
plementing the  constitutional  term,  the  total  countywide  taxes  other  than 
for  schools  for  the  several  purposes  levied,  and  the  township  and  district 
taxes  for  purposes  other  than  schools  and  the  city  and  town  taxes.  It  shows, 
too,  the  taxes  levied  by  the  State  of  North  Carolina  including  the  special 
automobile  taxes,  both  license  and  gasoline.  It  shows  finally  the  total  taxes, 
State  and  local,  levied  by  years  from  1920  to  1926. 

The  total  taxes1  levied  by  the  State  and  local  governments  in  1920  were 
$33,136,250,  in  1926  to  $83,735,125.  By  years  the  total  taxes  levied  were  as 
follows: 

1920  $33,136,250 

1921  45,122,706 

1922  47,940,685 

1923  59,213,894 

1924  68,712,354 

1925  79,415,023 

1926  83,472,132 

The  increase  from  1920  to  1926  in  the  total  amount  of  taxes  levied  was 
$50,335,882.  This  is  an  increase  of  151.9  per  cent  over  the  total  taxes  levied 
in  1920. 

If  an  examination  is  made  of  where  the  particular  increases  have  in- 
curred, it  will  be  found  that  all  governmental  functions  and  services  have 
made  greatly  increased  demands  for  revenue.  Taxes  levied  for  schools  have 
increased  rapidly;  taxes  levied  for  purposes  other  than  schools  have  increased 
even  more  rapidly. 

The  tax  levy  for  the  six  months  constitutional  school  term  grew  from 
$9,835,389  in  1920  to  $18,100,904  in  1926,  an  increase  of  $8,265,515,  or  84.0  per 
cent.  Countywide  taxes  for  purposes  other  than  schools  increased  from 
$8,312,548  in  1920  to  $16,323,726  in  1926,  an  increase  of  $8,011,178,  or  96.4 
per  cent.  The  total  direct  levy  for  schools  increased  from  $14,340,743  in  1920 
to  $27,471,337  in  1926,  an  increase  of  $13,130,594, or  91.6  per  cent.  The  total 
local  taxes  for  purposes  other  than  schools  (including  countywide,  district 
and  township,  and  city  and  town  levies)  increased  from  $13,990,918  in  1920 
to  $30,177,512  in  1926,  an  increase  of  $16,186,594,  or  115.7  per  cent. 

Since  1920  the  taxes  levied  by  the  State  have  increased  even  more  rapidly 
than  taxes  levied  by  the  subdivisions  of  the  State.  In  1920  the  total  taxes 
levied  and  collected  by  the  State,  except  the  automobile  and  gasoline  taxes, 
were  $3,027,413.2 

From  1920  to  1926  the  total  taxes  collected  by  the  State,  exclusive  of  the 
automobile  taxes,  were  as  follows: 

1  Exclusive  of  the  relatively  small  amounts  of  license  and  privilege  taxes  levied  by 
counties  and  cities  and  the  very  small  amounts  of  State  taxes  not  collected  through  the 
State  Department  of  Revenue.      See  Tables  VII  and  VIII,   pp.   124  and   126. 

2  In  1920  the  constitutional  six  months  school  term  was  supported  for  3  months  by  a 
countywide  levy  on  property  taxes  and  for  3  months  by  a  state  property  tax.  Since  1920 
the  direct  levy  for  the  six  months  school  term  has  been  made  by  the  counties.  In  order 
to  make  the  levy  for  the  six  months  school  term  in  1920  comparable  with  the  same  levy  in 
later  years,  both  the  State  and  the  county  levies  for  1920  have  been  combined  and  con- 
sidered as  countywide  levies. 


Part  IV  287 

1920  $  3,027,413 

1921  4,633,936 

1922  6,582,358 

1923  7,581,288 

1924  7,252,935 

1925  11,207,549 

1926  11,647,858 

The  increase  from  1920  to  1926  was  $8,620,445,  or  an  increase  of  284.7  per 
cent. 

The  automobile  license,  title  registration,  and  gasoline  taxes  levied  by 
the  State  have  increased  most  rapidly  of  all.  The  total  taxes  collected  in 
1920  amounted  to  $1,777,176.  By  1926  they  had  grown  to  $14,175,425,  an  in- 
crease of  $12,398,249,  or  697.6  per  cent.  By  years,  the  total  taxes  levied  by 
the  State,  including  automobile  taxes,  were  as  follows: 

1920  $  4,804,598 

1921  7,895,586 

1922  10,956,462 

1923  15,652,998 

1924 17,383,422 

1925  23,589,399 

1926  25,823,283 

The  total  increase  from  1920  to  1926  was  $21,018,694,  an  increase  of  437.5 
per  cent. 

It  should  be  pointed  out  that  since  1920  all  units  of  government,  State  and 
local,  have  found  it  necessary  to  secure  an  ever-increasing  amount  of  revenue. 
The  biggest  increase  has  naturally  come  in  the  revenue  requirements  for 
State  highways.  The  magnificent  network  of  highways  linking  up  the  county 
seats  and  principal  towns  in  North  Carolina,  costing  over  $100,000,000,  re- 
quires, of  course,  a  greatly  increased  revenue  for  its  support. 

The  smallest  increase  is  in  taxes  levied  for  the  support  of  public  education. 
From  1920  to  1926  the  total  levy  for  the  support  of  the  constitutional  six 
months  school  term  had  increased  only  84  per  cent.  During  this  period, 
the  total  direct  levy  for  schools  increased  91.6  per  cent;  the  total  levies  of 
subdivisions  of  the  State  for  other  purposes  increased  115.7  per  cent;  the 
total  levies  for  purposes  other  than  schools,  both  State  and  local,  increased 
198  per  cent. 


CHAPTER  II 

INDEBTEDNESS  OF  COUNTIES  AND  SUBDIVISIONS  OP  COUNTIES, 
INCLUDING  CITIES  AND  TOWNS 

Introduction 

A  knowledge  of  the  burden  of  the  property  tax  for  public  education  and 
for  other  public  services  is  necessary  for  the  citizens  of  the  State  to  reach 
sound  conclusions  as  to  their  proper  attitude  toward  the  support  of  public 
education.  In  addition,  a  knowledge  of  the  indebtedness  already  incurred  for 
public  education  and  for  other  public  services  is  essential. 

In  this  Chapter  the  Educational  Commission  presents  a  study  of  the 
indebtedness,  both  bonded  and  floating,  of  all  subdivisions  of  the  State  of 
North  Carolina,  including  the  indebtedness  of  counties,  districts  and  town- 
ships, and  cities  and  towns.     This  study  is  set  forth  in  Tables  IX  to  XXII. 

The  total  indebtedness  is  analyzed  and  classified  as  follows:  (1)  For 
schools  and  for  purposes  other  than  schools;  (2)  Bonded  indebtedness  and 
current  liabilities  or  floating  debt;  (3)  indebtedness  of  counties,  of  districts 
and  townships,  and  of  cities  and  towns  (analyzed  as  shown  in  (1)  and   (2). 

In  Tables  IX  to  XI  are  presented  summaries  of  the  bonded  indebtedness  of 
counties,  of  districts  and  townships,  and  of  cities  and  towns,  as  of  1926. 
In  Tables  XII  to  XIV  are  presented  summaries  of  the  current  liabilities  or 
floating  indebtedness  of  counties,  of  districts  and  townships,  and  of  cities  and 
towns.  Table  XV  presents  a  summary  of  the  total  indebtedness,  bonded  and 
current  (floating),  of  all  counties,  districts  and  townships,  and  cities  and 
towns  both  for  schools  and  for  purposes  other  than  schools,  as  of  1926. 

In  considering  the  financial  condition  of  the  subdivisions  of  the  State  with 
respect  both  to  education  and  to  other  public  functions  one  finds  it  necessary 
of  course  to  think  in  terms  of  totals  or  summaries.  For  this  reason  the 
Commission  has  undertaken  to  summarize  the  indebtedness  of  the  counties, 
districts  and  townships,  and  cities  and  towns.  The  Commission  feels,  how- 
ever, that  the  raw  data  from  which  summaries  are  made  are  in  some  respects 
of  quite  as  much  importance  as  the  summaries  themselves. 

For  this  reason,  in  Tables  XVII  to  XXII  is  presented  a  detailed  statement 
of  the  indebtedness  of  all  subdivisions  of  the  State,  the  summaries  of  which 
were  presented  in  Tables  IX  to  XV.  In  these  tables  is  shown  the  perti- 
nent information  about  every  bond  issue  of  every  subdivision  of  the  State 
outstanding  in  1926.  This  information  is  presented  in  the  same  order  in 
which  the  summaries  of  it  were  presented;  namely,  first,  bond  issues  of 
counties,  of  districts  and  townships,  and  of  cities  and  towns,  segregated  as 
to  schools  and  as  to  purposes  other  than  schools;  second,  current  liabilities 
or  floating  indebtedness  of  counties,  of  districts  and  townships,  and  of  cities 
and  towns. 

As  an  illustration  of  the  type  of  information  presented  in  these  tables, 
it  may  be  pointed  out  that  Table  XVII  shows  alphabetically  by  counties  a 
list  of  all  countywide  bond  issues  outstanding  in  1926  for  schools  and  for 
purposes   other   than   schools,   arranged   according   to    date   of   issue.     This 


Part  IV  289 

table  shows  for  each  separate  issue  the  date  of  issue,  the  amount  of  issue, 
the  date  or  dates  of  maturity,  the  purpose  of  issue,  the  amount  outstanding 
in  1926,  the  amount  in  the  sinking  fund,  and  the  interest  rate. 

Interrelationship  of  State  Indebtedness  With  Indebtedness 
of  Subdivisions 

Although  Part  IV  of  the  Report  of  the  Commission  deals  with  the  financial 
condition  of  the  subdivisions  of  the  State,  it  is  necessary  in  order  accurately 
to  understand  their  financial  condition  to  understand  also  in  some  detail  the 
financial  condition  of  the  State.  In  the  matter  of  indebtedness  for  school 
buildings  one  of  the  big  items  in  county  indebtedness  is  that  of  county  notes 
given  to  the  State  for  loans  from  the  State  Special  Building  Fund  for  the 
erection  of  school  houses.  This  county  indebtedness  is  approximately  $15,- 
000,000,  and  the  General  Assembly  of  1927  authorized  an  additional  loan  of 
two  and  a  half  million  dollars.  This  item  of  $15,000,000  shows  as  an  obliga- 
tion of  counties.  It  also  shows  as  an  obligation  of  the  State  because  the 
State  did  not  have  $15,000,000  to  lend  to  the  counties  and  was  required, 
therefore,  to  issue  its  notes  or  bonds  for  this  amount. 

The  countywide  indebtedness  for  roads  and  bridges  includes  county  loans 
to  the  State  Highway  Commission  amounting  to  $15,141,741.  A  part  of  these 
loans  stands  at  present  in  the  form  of  bonds  and  the  rest  in  the  form  of 
county  notes.  After  the  State  has  sold  the  $30,000,000  of  highway  bonds 
which  the  1927  General  Assembly  has  authorized  it  to  issue,  this  item  of 
$15,141,741  will  be  repaid  the  counties  and  will  become  then  a  State  obligation. 
It  is  necessary,  therefore,  to  show  the  financial  condition  of  both  the  State 
and  the  subdivisions  of  the  State  in  order  to  show  accurately  the  total  out- 
standing obligations  of  the  citizens  of  North  Carolina. 

The  Commission,  therefore,  has  shown  in  Table  XVI  a  summary  of  the 
State  indebtedness  as  of  June  30,  1926.  From  Tables  XV,  XVI,  and  XXVII 
can  be  obtained  a  summary  of  the  entire  public  indebtedness  of  the  citizens  of 
North  Carolina.  To  get  the  correct  combined  total  indebtedness,  however,  the 
special  building  fund  loans,  shown  in  Table  XII,  should  be  deducted  from  the 
State  indebtedness,  and  eventually  the  county  loans  of  $15,141,741  to  the 
State  Highway  Commission  should  be  deducted  from  county  indebtedness  and 
added  to  State  indebtedness. 

Sources  of  Data 

As  to  county  indebtedness,  the  reports  of  the  County  Auditors  and  Registers 
of  Deeds  to  the  Chairman  of  the  State  Board  of  Assessment  were  the  starting 
points  in  gathering  information  for  this  study.  The  Educational  Commission 
received  from  these  officers  on  specially  prepared  blanks  statements  showing 
in  detail  the  information  summarized  in  their  reports  to  the  Chairman  of  the 
State  Board  of  Assessment.  The  information  about  indebtedness  of  school 
districts  was  secured  from  County  Superintendents  of  Schools  and  was 
checked  by  the  Register  of  Deeds  or  Auditor  of  the  respective  counties.  The 
information  about  township  indebtedness  was  secured  from  Registers  of 
Deeds  and  Auditors.     The  information  about  the  indebtedness  of  cities  and 

19 


290 


Report  of  Educational  Commission 


towns  was  furnished  by  Town  Clerks  and  Mayors.  All  of  this  information 
was  checked  carefully  against  the  records  of  indebtedness  of  subdivisions 
of  the  State  in  the  office  of  the  State  Auditor.  The  help  of  the  State  Auditor's 
office  was  invaluable  in  correcting  discrepancies  and  errors. 

It  was  found  impossible  to  obtain  from  all  counties  and  subdivisions  of 
counties  reports  as  of  the  same  date.  This  is  because  the  fiscal  year  of 
counties  does  not  coincide  with  the  fiscal  year  of  cities  and  towns  and  be- 
cause all  county  officers  do  not  make  out  their  report  of  county  indebtednes 
as  of  the  close  of  their  fiscal  year.  Some  of  the  county  reports  are  made  out 
as  of  the  close  of  their  fiscal  year  and  others  as  of  the  date  on  which  they 
were  forwarded  to  the  State  Board  of  Assessment.  The  range  is  from 
June  30,  1926,  to  December  31,  1926.  December  1,  1926,  is  the  date  com- 
monly used  by  County  Superintendents  in  reporting  the  outstanding  in- 
debtedness of  school  districts.  In  the  case  of  cities  and  towns  the  reports 
are  made  out  as  of  dates  ranging  from  April  1,  1926,  to  December  31,  1926. 

It  is  regretted  that  it  was  impossible  to  have  this  study  made  as  of  one 
given  date  for  all  units  of  government.  If  this  could  have  been  done  the 
indebtedness  would  have  been  somewhat  smaller,  if  the  date  had  been  June 
30,  1926,  and  somewhat  larger,  if  the  date  had  been  December  31,  1926.  If 
reports  as  of  the  same  date  for  all  subdivisions  could  have  been  secured,  the 
trends  indicated  and  the  conclusions  to  be  drawn  from  this  study  would  not 
have  been  materially  changed. 


CHART  II 
Indebtedness  of  Subdivisions  of  North  Carolina,  1926 

; — T 


Contracted  "by  Counties 
$138,602,239 
(42.4%) 


Contracted  "by  Cities  and  Towns 
$  138,058,327  "" 
(42.3$) 


Contracted  "by  Districts 

and  Townships 
|  50,121,514 (15.3#) 


Total  indebtedness  of  subdivisions  of  North  Carolina,  1926,  was  $326,782,080. 


Part  IV  291 

The  Amount  and   Character  of  the   Indebtedness  of   Subdivisions 

of  the  State 

The  total  indebtedness  of  all  subdivisions  of  the  State  for  all  purposes  is 
shown  in  Table  XV.  In  1926  it  was  $326,782,080— $278,915,416  bonded 'in- 
debtedness and  $47,866,664  current  liabilities  or  floating  indebtedness.  Of 
this  total,  $66,062,150  was  indebtedness  for  schools  and  $260,719,930  for  pur- 
poses other  than  schools.  In  other  words,  one-fifth  of  the  total  indebtedness 
was  for  schools  and  four-fifths  for  purposes  other  than  schools.  From  the 
point  of  view  of  the  unit  of  government  contracting  the  indebtedness,  $138,- 
602,239  represents  obligations  of  counties,  $50,121,514  obligations  of  districts 
and  townships,  and  $138,058,327  obligations  of  cities  and  towns. 

For  retiring  the  entire  bonded  indebtedness  of  $278,915,416,  the  total 
amount  of  sinking  funds  provided  is  $11,371,147.  These  sinking  funds  amount 
to  4.1  per  cent  of  the  total  outstanding  issues.  It  is  the  practice,  however,  to 
build  up  sinking  funds  only  for  straight  bond  issues  which  fall  due  in  a 
lump  sum  at  the  end  of  a  given  period.  Bonds  falling  due  in  installments 
or  in  series  are  usually  retired  by  the  levy  each  year  of  a  tax  sufficient  to 
pay  the  installment  falling  due  that  year.  Of  the  total  bonds  outstanding, 
$103,349,536  are  sinking  fund  issues  and  $175,565,880  are  serial  issues.  The 
total  sinking  funds  set  aside  in  reality  amount  to  11  per  cent  of  the  sinking 
fund,  or  straight,  bond  issues  to  which  they  apply. 

Countywide  Bonded  Indebtedness 

Table  IX  gives  a  summary  of  the  bonded  indebtedness  of  counties,  Table  X 
of  districts  and  townships,  and  Table  XI  of  cities  and  towns.  The  total 
countywide  bonded  indebtedness  as  of  1926  was  $97,704,928.  Of  this  nearly 
one  hundred  million  dollar  indebtedness,  $5,883,250,  or  6  per  cent,  was  in- 
curred for  schools  and  $91,821,678,  or  94  per  cent,  for  purposes  other  than 
schools. 

A  further  analysis  of  the  county  bonded  indebtedness  shows  that  of  the 
total  indebtedness  of  $5,883,250  for  schools,  $2,517,750  is  for  school  buildings 
and  $3,365,500  is  for  funding  current  expenses.  In  other  words,  more  than 
half  of  the  total  county  bonded  debt  for  schools  is  for  funding  current  ex- 
penses. Most  of  these  bonds  were  issued  in  1923  and  1924  in  compliance  with 
the  Act  of  the  General  Assembly  of  1923  authorizing  the  counties  to  fund  all 
outstanding  indebtedness  for  current  expenses  and  thereafter  to  levy  a  suffi- 
cient tax  rate  for  meeting  all  necessary  expenses  of  the  six  months  school 
term.  During  and  immediately  after  the  war  when  expenses  were  mounting 
rapidly  because  of  the  increase  of  the  minimum  term  to  six  months  and 
because  of  conditions  growing  out  of  the  war,  the  Boards  of  County  Commis- 
sioners and  the  County  Boards  of  Education  had  the  unhappy  experience 
of  trying  to  maintain  satisfactory  school  organizations  and  at  the  same  time 
hold  increases  in  taxes  to  reasonable  proportions.  The  Boards  of  Education 
in  many  cases  complained  that  the  Commissioners,  after  approving  a  given 
budget,  failed  to  levy  sufficient  taxes  to  meet  that  budget;  and  the  Commis- 
sioners complained  that  the  County  Board  of  Education,  after  presenting 
and  having  approved  a  given  budget,  spent  more  than  the  approved  budget. 


292  Report  of  Educational  Commission 

The  Commission  is  of  the  opinion  that  in  many  cases  each  Board  was  correct 
in  its  contention. 

It  should  be  observed,  however,  that  certain  items  of  this  indebtedness  for 
funding  current  expenses  should  in  reality  be  set  down  as  indebtedness  for 
school  buildings.  For  example,  Table  IX  shows  Rockingham  County  as 
having  issued  $597,000  of  funding  bonds.  As  a  matter  of  fact,  all  except 
some  $50,000  of  this  issue  was  for  funding  a  countywide  building  program 
which  had  been  undertaken  and  carried  out  through  the  issuance  of  county 
notes.  County  school  bonds  were  later  substituted  for  these  notes.  Mani- 
festly these  bonds  were  for  building  rather  than  for  funding.  It  is  a  fair  as- 
sumption that  the  total  amount  of  countywide  bond  issues  for  funding  cur- 
rent expenses  is  not  much  in  excess  of  2%  millions  and  that  the  countywide 
issues  for  buildings  are  slightly  in  excess  of  three  million  dollars.  The  total 
amount  for  all  purposes  would  in  any  event  remain  unchanged. 

The  countywide  bonded  indebtedness  for  purposes  other  than  schools  is, 
as  has  been  pointed  out,  approximately  $92,000,000.  By  far  the  biggest  item 
in  this  is  $76,113,760  for  roads  and  bridges.  The  next  biggest  item,  $9,547,300, 
is  for  public  buildings;  the  next,  $5,422,500,  is  for  funding  current  expenses. 
Two  other  small  items  are  $573,718  for  railroads,  and  $164,400  for  drainage. 

It  should  be  pointed  out  that  of  the  $76,113,760  outstanding  for  roads  and 
bridges,  the  counties  will  be  repaid  $15,141,741  from  the  State  bond  issue  of 
$30,000,000  for  highways  authorized  by  the  1927  General  Assembly,  loans 
made  by  many  of  the  counties  to  the  State  Highway  Commission  for  the 
construction  of  State  Highways  in  those  counties. 

It  is  not  necessary  to  point  out  that  the  $76,000,000  indebtedness  for  roads 
and  bridges  is  separate  and  apart  from  the  State  indebtedness  for  highway 
construction.  With  the  exception  of  the  loans  to  the  State  Highway  Com- 
mission just  referred  to,  this  outlay  was  for  the  construction  and  maintenance 
of  lateral  and  tributary  roads  to  serve  local  county  needs  and  to  act  as  feeders 
to  the  State  highway  system. 

The  total  sinking  fund  on  hand  to  be  applied  against  the  $98,000,000 
county  bonded  indebtedness  is  $3,309,213.  On  first  consideration  this  Zys  per 
cent  of  the  total  bonds  outstanding  would  seem  too  small  a  margin  for  safety. 
In  view  of  the  fact  that  all  subdivisions  of  the  State  are  now  required  to 
issue  serial  bonds  rather  than  sinking  fund  bonds  however,  the  situa- 
tion appears  much  more  sound.  The  total  amount  of  county  sinking  fund 
bonds  outstanding  is  $42,484,218.  The  total  amount  of  serial  bonds  outstand- 
ing is  $55,220,710.1  The  three  and  one-third  millions  of  dollars  of  sinking 
fund  is  to  be  applied,  of  course,  only  against  the  $42,484,218  of  sinking  fund 
bonds;  and  it  is  7.8  per  cent  of  them.  The  Commission  is  unable  to  say 
whether  all  installments  due  on  serial  bond  issues  are  met  by  payments 
from  taxes  levied  for  that  purpose  or  whether  any  such  payments  are  met 
by  borrowing  on   county  notes   which   are   later   redeemed   through   a   new 

1  In  fact  the  actual  amount  of  sinking  fund  bonds  outstanding  is  smaller  than  the  above 
figure  and  the  amount  of  serial  bonds  is  larger.  In  all  cases  wherever  the  type  of  issue  was 
not  clearly  shown  it  was  assumed  to  be  a  sinking  fund  bond. 


Part  IV  293 

issue  of  county  bonds.     The  amount  of  bonds   at  present  outstanding  for 
funding  current  expenses  is  not,  in  the  opinion  of  the  Commission,  excessive. 

Bonded  Indebtedness  of  Districts  and  Townships 

Bonds  for  school  buildings  are  usually  issued  by  school  districts  in  North 
Carolina.  Of  the  total  bonded  indebtedness  of  all  subdivisions  of  the  counties 
exclusive  of  cities  and  towns,  that  is  of  all  districts  and  townships,  amounting 
to  $49,027,729,  the  biggest  item  by  far  is  $39,576,729  for  school  buildings. 
Of  the  remaining  $9,451,000,  roads  and  bridges  absorb  $8,265,500.  The  other 
small  items  are  for  drainage  districts,  for  sewerage,  for  railroads,  and  for 
hospitals.  It  is  fair  to  say  that  the  subdivisions  of  a  county  issue  bonds 
only  for  school  buildings  and  for  township  roads.  The  total  of  $39,576,729 
for  schools  includes  practically  the  entire  outstanding  indebtedness  for 
school  buildings  except  $15,000,000  due  the  State  from  the  counties  for  special 
building  fund  loans. 

Table  X  shows  that  consolidated  rural  districts  and  village  and  town 
districts  have  issued  bonds  in  the  amount  of  $13,259,329  and  that  special 
charter  districts,  representing  in  the  main  the  larger  cities  and  towns,  have 
issued  bonds  in  the  amount  of  $26,317,400.  If  all  of  the  $15,000,000  derived 
from  special  building  fund  loans  had  been  expended  outside  of  the  city 
schools,  city  and  rural  expenditures  for  buildings  would  be  just  about  even. 

The  total  sinking  fund  provided  for  sinking  fund  bonds  issued  by  districts 
and  townships  is  $1,160,499,  approximately  2y2  per  cent  of  the  outstanding 
issue:  However  only  $18,977,000  of  the  total  issue  outstanding  is  sinking 
fund  bonds.  The  remainder,  $30,050,729,  is  serial  bonds.  The  sinking  funds 
are  6.1  per  cent  of  the  sinking  fund  bonds. 

Bonded  Indebtedness  of  Cities  and  Towns 

Counties  of  North  Carolina  issue  their  bonds  for  roads  and  bridges.  Cities 
and  towns  issue  theirs  for  streets  and  sidewalks  and  for  the  water  and  sewer 
lines  under  them.  The  total  bonded  indebtedness  of  cities  and  towns  as  of 
1926  was  $132;182,759.  Of  this  total,  $54,052,685  is  for  streets  and  sidewalks 
and  $47,368,870  for  water  and  sewer,  making  a  total  for  these  two  items  of 
$101,421,555.  The  next  largest  item  is  $13,312,900  for  "public  improvements." 
It  would  be  difficult  to  analyze  "public  improvements"  into  its  component 
elements.  If  it  were  possible  to  learn  precisely  what  "public  improvements" 
means,  it  would  probably  be  found  that  more  than  one-half  of  this  item 
would  go  either  to  streets  and  sidewalks  or  to  water  and  sewerage.  The 
next  biggest  item,  $6,755,850,  is  for  funding  current  expenses;  the  next 
biggest,  $5,261,000,  for  electric  lights  and  power.  Next  come  public  buildings 
amounting  to  $4,556,254,  fire  department  $687,000,  and  railroads  $188,200. 

It  should  be  pointed  out  that,  although  the  $54,052,685  for  streets  and  side- 
walks represents  the  obligations  of  city  and  town  governments  in  North 
Carolina  and  will  have  to  be  paid  by  the  citizens  and  the  corporations  owning 
real  property  in  those  cities  and  towns,  not  all  of  it  will  have  to  be  paid  by 
the  property  tax  levy.  A  very  large  part  of  it  will  be  paid  by  the  owners 
of  abutting  property.     This  fact  in  no  way  lessens  the  total  amount  to  be 


294  Report  of  Educational  Commission 

paid,  but  it  does  change  considerably  the  method  by  which  it  is  paid  and  the 
individuals  on  whom  the  burden  falls.  The  Commission  found  it  impossible 
to  separate  this  indebtedness  into  an  indebtedness  to  be  met  by  taxes  and 
one  to  be  met  by  assessments.  There  seems  to  be  no  uniform  practice  with 
respect  to  the  division  of  the  expenditures  for  street  improvements  between 
the  town  and  the  owner  of  abutting  property. 

The  total  amount  of  the  sinking  funds  for  the  retirement  of  outstanding 
bonds  of  cities  and  towns  is  $6,901,435.  The  outstanding  bonds  of  cities  and 
towns  are,  sinking  fund  bonds  $49,141,318,  serial  bonds  $83,041,441.  The 
total  sinking  funds  are  14.0  per  cent  of  the  sinking  fund  issues.  Cities  and 
towns  seem  to  have  been  more  careful  in  providing  for  the  retirement  of 
their  sinking  fund  bonds  than  have  either  counties  or  districts  and  town- 
ships. It  is  possible  however,  that  part  of  the  sinking  funds  reported  by 
cities  and  towns  is  in  reality  partial  payments  on  assessments  against  abut- 
ting property.  If  this  is  true,  the  sinking  fund  should  be  considered  as  ap- 
plicable to  the  total  issue  of  city  and  town  bonds. 

Current  Liabilities  or  Floating  Indebtedness  of  Subdivisions  of  the  State 

In  Table  XV  is  presented  a  summary  of  the  total  indebtedness,  bonded  and 
current,  of  all  subdivisions  of  the  State  for  all  purposes  outstanding  in  1926. 
The  total  debt  of  all  subdivisions  of  the  State  is  $326,782,080.  Of  this, 
$47,866,664,  or  practically  one-seventh,  is  a  current  liability  or  floating  debt. 
In  the  main  this  nearly  fifty  million  dollars  is  in  the  form  of  both  long  and 
short  term  notes  of  counties,  districts  and  townships,  and  cities  and  towns. 
For  example,  approximately,  $15,000,000  of  the  countywide  current  liabilities 
of  $40,897,311  are  county  notes  given  to  the  State  of  North  Carolina  for  loans 
through  the  State  Special  Building  Fund  for  schools.  These  serial  notes  run 
from  one  to  twenty  years,  one-twentieth  of  the  principal  being  due  annually. 

The  total  floating  debt  of  all  subdivisions  of  the  State  amounting  to  $47,- 
866,664  is  divided  as  follows:  debt  of  counties  $40,897,311,  of  districts  and 
townships  $1,093,785,  of  cities  and  towns  $5,875,568. 

Countywide  Current  Liabilities 

Table  XII  shows  that  $19,564,025  of  the  countywide  current  liabilities  is  for 
schools  and  $21,333,286  for  purposes  other  than  schools.  Of  the  nineteen  and 
a  half  million  dollar  indebtedness  for  schools,  $14,959,675,  or  about  three- 
fourths  of  the  total,  is  due  the  State  of  North  Carolina.  Each  of  the  General 
Assemblies  of  1921,  1923,  and  1925  authorized  the  State  to  issue  five  millions 
in  bonds  to  be  placed  to  the  credit  of  the  special  building  fund  for  schools 
to  be  lent  to  the  counties  on  joint  petition  of  the  Boards  of  County  Commis- 
sioners and  the  County  Boards  of  Education.  Every  County  has  availed  itself 
to  some  extent  of  this  opportunity  to  secure  loans  at  a  low  interest  rate  for 
the  construction  of  rural  school  buildings.  Some  counties,  however,  have  not 
borrowed  their  full  quota.  The  largest  borrower  is  Wake  County,  which 
owed  the  State,  June  30,  1926,  $496,905.  The  smallest  borrower  is  Chowan, 
which  at  the  same  time  owed  the  State  only  $5,805.  The  average  for  each 
county  is  $149,597. 


Part  IV  295 

County  Boards  of  Education  had  in  1926  outstanding  notes  of  $822,979  for 
buildings  and  $3,781,371  for  funding  current  expense.  The  Commission 
undertook  to  eliminate  from  the  indebtedness  for  funding  the  county  notes 
issued  in  anticipation  of  current  taxes  and  it  believes  that  it  has  succeeded 
reasonably  well  in  doing  this.  It  is  probable,  however,  that  in  certain  in- 
stances, parts  of  the  item  of  $3,781,371  for  funding  represent  only  temporary 
indebtedness  incurred  in  anticipation  of  taxes  due  at  the  time  of  the  issuance 
of  the  notes. 

The  biggest  part  of  the  indebtedness  for  funding  is  due  to  the  following 
causes:  (a)  Over  expenditure  of  the  approved  budget  by  County  Boards  of 
Education;  (b)  failure  to  provide  the  full  amount  of  the  approved  budget  by 
the  Boards  of  County  Commissioners;  (c)  failure  of  Sheriffs  to  collect  or  to 
turn  over  to  the  Treasurer  of  the  county  school  fund  the  full  amount  of  the 
taxes  assessed  for  the  six  months  term. 

Three-fourths  of  the  countywide  floating  debt  of  $19,564,025  for  schools  is 
outlay  for  the  construction  of  school  buildings.  Three-fourths  of  the  county- 
wide  floating  debt  of  $21,333,286  for  purposes  other  than  schools  is  outlay 
for  the  construction  of  county  roads.  Of  this  amount  of  21%  million  dollars 
outstanding,  $15,410,765  was  for  roads  and  bridges,  $2,451,192  was  for  public 
buildings,  $1,598,791  was  notes  given  for  county  current  expenses,  $1,032,694 
was  for  notes  given  for  refunding  or  renewals.  The  counties  have  additional 
obligations  amounting  to  $839,844  for  purposes  not  specified  in  the  reports 
made  to  the  Commission. 

Reason  for  the  Large  Floating  Indebtedness  of  Counties 

Of  the  total  county  floating  indebtedness  of  $40,897,311,  the  loans  for  the 
special  building  fund  for  schools,  amounting  to  $14,959,675,  and  for  roads  and 
bridges,  amounting  to  $15,410,865,  should  properly  be  considered  as  the 
equivalent  of  bonded  indebtedness.  The  school  notes  are  serial  notes  running 
from  one  to  twenty  years  and  are  in  effect  the  equivalent  of  serial  bonds. 
The  road  and  bridge  notes  are  in  almost  all  instances  either  long  term  notes 
or  short  term  notes  given  in  anticipation  of  bond  issues.  If  these  two  items, 
amounting  to  thirty  million  dollars,  are  deducted  from  the  floating  indebted- 
ness of  counties  and  charged  against  the  bonded  indebtedness,  the  remaining 
floating  indebtedness  amounts  to  less  than  $11,000,000  and  makes  the  floating 
debt  of  counties  properly  appear  in  a  brighter  light. 
I 

Current  Liabilities  of  Districts  and  Townships 

The  current  liabilities  of  districts  and  townships  amounts  to  $1,093,785. 
Practically  all  of  this  is  for  schools.  The  total  for  schools  is  $1,038,146. 
Table  XIII  shows  that  $454,504  of  this  was  incurred  for  buildings  and  $583,- 
642  for  current  expenses.  It  shows,  further,  that  $399,922  was  incurred  by 
local  tax  and  special  school  taxing  districts  and  $638,224  by  special  charter 
districts.  More  than  half  of  the  total  was  incurred  by  three  counties,  Iredell, 
Lenoir,  and  Rockingham. 


296  Report  of  Educational  Commission 


Current  Liabilities  of  Cities  and  Towns 

The  floating  debt  of  cities  and  towns  in  1926  was  $5,875,568.  Table  XIV 
shows  that  the  biggest  item  of  this,  as  in  the  case  of  bonded  indebtedness  for 
cities  and  towns,  was  incurred  for  streets  and  sidewalks  and  water  and  sewer 
systems.  The  summary  of  Table  XIV  shows  $1,598,432  for  streets  and  side- 
walks, $1,101,687  for  water  and  sewer,  $599,820  for  general  expense,  and 
$275,848  for  funding  current  expenses. 

Lists  of  Bond  Issues  Outstanding  1926 

In  the  opinion  of  the  Commission  the  summaries  of  the  indebtedness  of 
the  subdivisions  of  North  Carolina  as  presented  in  tables  IX  to  XV,  in- 
clusive, are  well  worth  careful  consideration  by  the  General  Assembly  and 
by  the  citizenship  of  the  State  in  determining  policies  as  to  the  extent  and 
method  of  support  to  be  provided  for  public  education  and  for  other  public 
services  in  the  future. 

The  Commission  also  believes  that  a  presentation  of  the  actual  items  of 
indebtedness  which  make  up  the  summaries  will  aid  the  public  in  getting 
a  better  understanding  of  the  character  of  the  present  obligations  of  the 
subdivisions  of  the  State.  In  tables  XVII  to  XXII,  therefore,  are  presented 
complete  lists  of  the  outstanding  bonds  issued  by  counties,  by  districts  and 
townships,  and  by  cities  and  towns,  and  also  lists  showing  as  completely 
itemized  as  possible  the  current  liabilities  or  floating  indebtedness  for 
1926  of  counties,  of  districts  and  townships,  and  of  cities  and  towns. 

Table  XVII  shows  according  to  date  of  issue  the  bonds  issued  by  counties 
(a)  for  schools  and  (b)  for  purposes  other  than  schools.  It  shows  the 
date  of  issue,  the  amount  of  issue,  the  date  or  dates  of  maturity,  the  pur- 
pose of  issue,  the  amount  outstanding  in  1926,  the  amount  in  the  sinking 
fund  and  the  rate  of  interest  of  each  issue.  From  the  total  of  all  issues 
listed  in  this  table  was  prepared  Table  IX  (discussed  above)  summarizing 
county-wide  bonded  indebtedness.  The  lists  of  bond  issues  given  in  Table 
XVII  were  secured  by  the  Commission  directly  from  the  County  Auditors 
and  Registers  of  Deeds.  The  reports  made  by  these  county  officials  to  the 
Commission  were  checked  against  the  reports  made  by  them  to  the  Chair- 
man of  the  State  Board  of  Assessment  and  also  against  the  lists  of  bond 
issues  reported  to  the  State  Auditor.  The  effort,  was  made  to  reconcile 
the  reports  made  to  the  Commission  with  the  reports  made  to  each  of  these. 
The  County  Auditors  and  the  Registers  of  Deeds  in  the  main  cooperated 
splendidly  in  rechecking  their  reports  whenever  they  were  at  variance  with 
the  records  of  the  State  Auditor  or  the  State  Board  of  Assessment.  Although 
the  lists  presented  in  Table  XVII  are  probably  in  some  cases  not  precisely 
correct,  the  Commission  believes  that  in  all  cases  they  represent  a  close 
approximation  to  the  exact  situation  and  in  most  cases  are  correct. 

It  should  be  pointed  out  that  the  reports  made  by  the  Auditors  and 
Registers  of  Deeds  of  the  several  counties  were  not  made  as  of  the  same 
date  in  all  cases  and  that  the  figures  given  in  Tables  IX  and  XVII  do  not 
represent  the  entire  outstanding  bonded  indebtedness  of  all  counties  as  of 
the  same  date  in  1926.  In  Table  XVII  a  date  has  been  inserted  in  brackets 
after  the  name  of  several  of  the  counties.     This  is  the  date  as  of  which 


Part  IV  297 

the  statement  of  indebtedness  is  made.  Wherever  there  is  no  date  following 
the  name  of  the  county,  the  report  was  presumably  made  as  of  the  close 
of  the  fiscal  year. 

Table  XVIII  presents  for  districts  and  townships  and  Table  XIX  for 
cities  and  towns  detailed  information  about  their  bond  issues  similar  to 
that  presented  for  counties  in  Table  XVII. 

Lists  of  Current  Liabilities  Outstanding  1926 

Tables  XX  to  XXII  present  complete  lists  of  the  outstanding  current 
liabilities  or  floating  indebtedness  of  counties,  of  districts  and  townships, 
and  of  cities  and  towns.  Table  XX  shows  the  county  wide  current  liabil- 
ities incurred  (a)  for  schools  and  (b)  for  purposes  other  than  schools. 
The  date  incurred,  the  amount  incurred,  the  date  due,  the  purpose,  the 
amount  outstanding,  and  the  interest  rate  are  shown  for  each  obligation. 
The  total  of  all  indebtedness  listed  in  this  table  is  summarized  in  Table 
XII  (explained  above).  The  County  Auditors  and  Registers  of  Deeds  found 
it  difficult  to  furnish  in  all  cases  this  detailed  information  in  the  form  in 
which  it  was  requested  by  the  Commission.  In  some  instances,  under  the 
heading  "purpose,"  they  report  the  name  of  the  person  to  whom  the  obli- 
gation was  owed.  In  other  cases  they  show  such  indefinite  purpose  as 
"renewal." 

Tables  XXI  and  XXII  present  for  districts  and  townships  and  for  cities 
and  towns  information  similar  to  that  presented  in  Table  XX  for  counties. 

Issuing  Bonds  on  Labge  Scale  a  Recent  Development 

The  issuing  of  bonds  for  permanent  improvements  by  the  various  units 
of  local  government  in  North  Carolina  is  distinctly  a  twentieth  century 
development.  The  issuing  of  bonds  in  large  quantities  is  distinctly  a  post 
world  war  development.  Of  the  total  bonded  indebtedness  of  $278,915,416 
outstanding  in  1926,  less  than  one-half  of  one  per  cent  were  issued  prior 
to  1900,  seventeen  per  cent  were  issued  from  1901  to  1918,  and  eighty-two 
and  one-half  per  cent  from  1919  to  1926 — since  the  war.  Table  XXIII 
shows  by  years  the  dates  of  issue  of  all  bonds  of  counties,  districts  and  town- 
ships, and  cities  and  towns  outstanding  in  1926. 

Of  the  total  amount  outstanding  1926,  only  $1,196,800  were  issued  prior 
to  1900.  It  should  be  noted  that  this  does  not  mean  that  before  1900  the 
subdivisions  of  the  State  had  issued  less  than  $1,200,000  in  bonds;  it  means 
that  of  the  bonds  issued  by  the  subdivisions  of  the  State  before  1900  less 
than  $1,200,000  are  still  outstanding.  A  study  of  the  reports  made  to  the 
Educational  Commission  by  the  local  governments  shows  very  clearly,  how- 
ever, that  before  1900  the  subdivisions  of  North  Carolina  were  in  no  bond 
issuing  mood. 

From  1900  to  1918  there  was  a  small  but  a  well  denned  increase  in  the 
amount  of  bonds  issued  annually  by  the  local  governments.  Of  the  bonds 
outstanding  in  1926,  $1,091,000  were  issued  in  1901  and  $3,998,796  in  1918. 
The  largest  amount  issued  in  any  one  year  between  1901  and  1918  was 
$5,519,717  in  1913.  Beginning  with  1919,  however,  and  continuing  to  the 
present  time  the  local  governments  of  the  State  have  provided  for  most  of 


298 


Report  of  Educational  Commission 


their  permanent  improvements  (and  they  have  invested  heavily  in  perm- 
anent improvements)  through  bonds.  From  1918  to  1919  the  total  amount 
issued  by  local  governments  jumped  from  $3,998,796  to  $13,522,350.  In  1920 
it  had  been  increased  to  approximately  $16,000,000  and  in  1921  to  ap- 
proximately $27,000,000.  Since  1921  the  amount  issued  by  all  local  govern- 
ments has  been  over  $30,000,000  each  year. 

The  most  decided  increase  in  any  one  year  over  the  preceding  year  came 
immediately  upon  the  close  of  the  World  War.  From  1918  to  1919  the  in- 
crease in  county  wide  issues  was  from  $1,664,000  to  $8,503,000;  in  district 
and  township  issues  from  $763,700  to  $2,440,550;  in  city  and  town  issues 
from  $1,571,096  to  $2,578,800.  The.  total  increase  was  from  $3,998,796  to 
$13,522,350.  There  were  larger  total  increases  later,  especially  in  districts 
and  townships  and  cities  and  towns,  but  between  these  two  years  the  per- 
centage increase  for  the  combined  issues  of  all  local  governments  was  238 
per  cent.  This  is  the  highest  per  cent  of  increase  from  any  one  year  to 
the  next  succeeding  year.  v 

CHART  III 


Years 

Millions 

of 
Dollars 


in  Which  Bonds  Outstanding  1926  of  Subdivisions  of  North  Carolina 
Were  Issued 


County  Bonds 
. district  and 
Township  Bonds 
City  and  Town  Bonds 

.Total  Bonds 


T 


I  \  ! 


Part  IV  299 

Comparison  of  Bonds   Issued  With  Bonds  Outstanding 

The  counties,  districts  and  townships,  and  cities  and  towns  of  the  State 
have  not  made  a  noteworthy  record  in  paying  off  rapidly  the  bonds  issued 
by  them.  Of  the  total  of  $278,915,416  of  the  subdivisions  of  the  State  out- 
standing in  1926,  the  original  issues  amounted  to  only  $299,710,330.  So 
far  as  sinking  fund  bonds  are  concerned,  the  amount  outstanding  in  1926 
should  of  course  be  as  large  as  the  amount  issued.  The  reduction  has  there- 
fore been  in  the  serial  bonds.  Of  the  total  serial  bonds  outstanding  1926, 
amounting  to  $175,565,880,  the  original  issues  were  $196,360,794.  The  total 
payments  on  the  original  issues  of  all  serial  bonds  outstanding  in  1926  have 
amounted  to  $20,794,914.  The  original  issues  have  been  reduced  10.6  per 
cent. 

The  Bukdensomeness  of  Bond  Interest 

Earlier  in  this  study  it  was  pointed  out  that  during  the  last  ten  years 
the  amount  of  long-term  indebtedness  incurred  by  subdivisions  of  the  State 
for  schools  and  for  purposes  other  than  schools  has  increased  rapidly  and 
tremendously.  Although  the  indebtedness  for  schools  is  less  than  one-sixth 
of  the  total  indebtedness  and  less  than  one-fifth  of  the  indebtedness  for 
purposes  other  than  schools,  the  question  both  of  the  gross  amount  of  the 
indebtedness  and  of  the  burden  of  the  carrying  charge  of  this  indebtedness 
has  become  vital  in  understanding  the  financial  condition  of  the  subdivisions 
of  the  State.  Two  distinct  problems  are  presented:  First,  the  problem  of 
whether  the  State  (strictly  speaking  the  subdivisions  of  the  State)  has 
the  financial  ability  to  support  a  program  of  public  schools,  public  roads, 
and  other  public  services  of  the  magnitude  it  has  undertaken  during  the 
past  ten  years;  second,  the  question  of  whether,  even  if  it  can  support  such  a 
program,  the  State  is  using  the  soundest  business  judgment  in  its  method 
of  financing  this  program.  The  second  is  really  the  question  of  financing 
public  improvements  by  a  bond  issue  policy  or  by  a  pay-as-you-go  policy. 

Except  in  unusual  emergencies,  it  is  not  sound  policy  for  the  State  over 
an  extended  period  of  years  to  put  into  any  public  service  more  than  it  can 
safely  take  out  of  the  current  earnings  of  its  citizens  over  the  same  period 
of  years.  This  proposition  is  self-evident.  The  question  of  financing 
largely  increased  expenditures  for  permanent  improvements  by  largely  in- 
creased taxes  over  a  short  period  or  by  long-term  borrowing  and  moderate 
payments  of  principal  and  interest  over  a  longer  period,  is  mainly  a 
question  of  whether  the  money  that  would  be  taken  by  the  State  from  the 
taxpayers  in  the  first  instance,  would,  if  left  with  the  taxpayers,  earn  more 
for  them  than  the  State  would  have  to  pay  in  interest. 

The  Educational  Commission  has  undertaken  to  ascertain  in  some  detail 
the  interest  burden  of  the  bonds  of  the  subdivisions  of  the  State.  The  total 
outstanding  issues  of  all  subdivisions,  amounting  to  $278,915,416,  pay  an 
annual  interest  charge  of  $14,826,599.  This  is  an  average  interest  rate  of 
5.316  per  cent.  This  annual  interest  charge  is  the  equivalent  of  26.0  per  cent 
of  the  total  property  tax  levied  in  the  State.  It  is  0.53  per  cent,  or  slightly 
more  than  one-half  of  one  per  cent,  of  the  total  assessed  valuation  of  all 
taxable  property  in  the  State. 

The  question  involved  here  is  not  a  matter  of  whether  the  interest  rate 
paid   for   school    purposes    is   high    in    comparison    with    the    rate    paid    for 


300  Report  of  Educational  Commission 

purposes  other  than  schools,  because  the  average  rate  on  school  bonds  is  less 
than  1/100  of  1  per  cent  higher  than  the  average  rate  for  other  bonds.  It 
is  primarily  a  question  of  whether  the  average  rate  paid  on  all  bonds  of 
all  subdivisions  has  been  too  high. 

One  suggested  reason  for  at  least  the  tentative  conclusion  that  the 
average  interest  rate  on  bonds  is  too  high,  is  that  the  range  from  the  lowest 
to  the  highest  rate  paid  is  two  per  cent.  The  lowest  rate  is  four  per  cent; 
the  highest  is  six  per  cent.  In  other  words,  the  highest  rate  is  50  per  cent 
more  than  the  lowest. 

Average  Interest  Rates  of  Bonds  Issued  in  Various  Years 

Outstanding  bonds  show  a  wide  range  from  the  lowest  interest  rate  to  the 
highest.    The  average  rate  varies  widely  from  year  to  year. 

Table  XXIII  shows  that  the  lowest  average  rate  prevailed  in  1912 
and  the  highest  in  1921.  The  average  rate  of  the  $2,770,000  issued  in  1912 
was  4.892  and  of  the  $26,S53,820  issued  in  1921  5.938— almost  6  per  cent  flat. 
Of  the  total  of  $278,915,416  outstanding  1926,  $19,186,300  was  issued  before 
1913  at  an  average  rate  of  4.996.  By  1918  the  amount  issued  had  reached 
$42,051,850  at  an  average  rate  of  5.124.  Between  1918  and  1923  an  additional 
$124,515,497  was  issued  at  an  average  rate  of  5.591,  and  between  1924  and  1927 
an  additional  $109,799,272  at  an  average  rate  of  5.060.  There  was  a  gradual 
upward  trend  in  interest  rates  from  slightly  under  5  per  cent  in  1912  to  a 
peak  of  almost  exactly  6  per  cent  in  1921.  A  steady  and  appreciable  decrease 
in  the  average  rate  has  taken  place  from  1921  to  the  present  time.  The  cur- 
rent rate  is  as  low  as  the  low  rate  of  1912. 

"While  the  average  interest  rate  from  1918  to  1923  was  unusually  high 
subdivisions  of  the  State  were  very  active  in  issuing  bonds  for  permanent 
improvements.  During  this  period  the  amount  issued  annually  jumped  from 
$4,000,000  to  more  than  33%  millions.  A  total  of  124%  millions,  45  per  cent 
of  the  total  outstanding  1926,  was  issued. 

The  two  years  in  which  interest  rates  reached  the  peak  were  1920  and 
1921.  In  this  two-year  period  the  subdivisions  of  the  State  issued  a  total 
of  $42,767,712  at  an  average  rate  of  5.899  per  cent.  This  rate  falls  short  of 
6  per  cent  only  0.101.  The  difficulties  in  finding  buyers  for  bonds  in  these 
two  years  were  great  enough  to  make  the  expense  of  selling  them  push  the 
effective  interest  rate  quite  up  to  6  per  cent.  In  this  two-year  period  the 
total  issues  of  the  subdivisions  of  the  State  were  $42,767,712;  the  6  per 
cent  bonds  amounted  to  $36,426,320.  The  6  per  cent  bonds  sold  in  this  two- 
year  period  are  more  than  two  fifths  of  all  the  6  per  cent  bonds  outstanding 
1926. 

Amounts  of  Bonds  Issued  at  Various  Interest  Rates 

In  Table  XXIV  is  presented  a  summary  of  the  amounts  of  outstanding 
bonds  issued  at  various  interest  rates  for  all  purposes  by  all  units  of  local 
government,  counties,  districts  and  townships,  and  cities  and  towns.  This 
table  shows  that,  roughly,  $1,200,000  have  been  issued  at  4  per  cent, 
$1,500,000  at  4%  per  cent,  $24,500,000  at  4V2  per  cent,  $38,500,000  at  43,4 
per  cent,  $70,000,000  at  5  per  cent,  $18,000,000  at  5%  per  cent,  $32,500,000 
at  5%   per  cent,  $5,500,000  at  5%   per  cent  and   $87,500,000   at  6   per  cent. 


Pakt  IV 


301 


It  would  seem  that  if  25  per  cent  of  the  total  bonds  outstanding  could  be  sold 
at  an  interest  rate  of  less  than  5  per  cent,  poor  business  management  must 
be  held  accountable  for  31.25  per  cent  of  the  outstanding  issues  having  to 
pay  a  rate  of  6  per  cent. 

Table  XXIV  also  shows  by  counties  the  total  amount  of  annual  bond 
interest.  The  total  for  the  entire  State  is  $14,826,599.  Buncombe  County 
with  $21,095,200  of  bonds  outstanding,  pays  $1,069,200  annual  interest, 
the  largest  amount.  Guilford  with  $19,148,418  outstanding  pays  $935,445, 
next  to  the  largest  amount.  Currituck  with  only  $106,000  issued  pays  the 
smallest  annual  interest  charge.  It  pays  $6,360.  Dare  pays  next  to  the 
smallest   amount,    $8,361. 

Percentage  of  Total  Taxes  Levied  Required  for  Bond  Interest 

If  the  total  annual  bond  interest  of  all  subdivisions  of  the  State  were  paid 
out  of  property  taxes  (and  except  for  the  part  of  city  and  town  issues  which 
is  paid  by  assessments,  it  is  all  paid  out  of  property  taxes),  this  interest 
burden  would  require  26.0  per  cent  of  the  total  property  taxes  levied  in 
the  State.  Table  XXIV  shows  by  counties  the  percentage  of  taxes  levied 
required  for  meeting  bond  interest  payments.  The  range  is  from  a  very 
low  per  cent  to  a  very  high  per  cent.  Bond  interest  paid  by  Northampton 
County  and  its  subdivisions  would  require  only  5.4  per  cent  of  the  total 
taxes  levied  in  that  county.  Currituck  County  would  require  only  5.9  per 
cent.  At  the  other  end  of  the  scale  Carteret  County  would  require  52.6 
per  cent  and  Macon  51.2  per  cent.  The  distribution  of  the  percentage  of 
taxes  levied  required  for  bond  interest  is  by  counties  as  follows: 


Percentage  of  total  property  taxes  required 

Number  of 

to  pay  bond  interest, 

1926 

Counties 

5—9 

3 

10—  14 

4 

15  —  19 

18 

20  —  24 

27 

25  —  29 

22 

30  —  34 

11 

35  —  39 

7 

40  —  44 

3 

45  —  49 

3 

50  —  54 

2 

Average      26.0 

100 

The  Average  Interest  Rate  on  Bonds 

Table  XXV  shows  alphabetically  by  counties  the  average  interest  rate 
on  bonds  outstanding  paid  by  counties,  by  districts  and  townships,  by  cities 
and  towns,  and  by  all  units  of  local  government  combined  and  also  the 
weighted  average  for  the  State.  The  same  information  is  presented  in 
Table  XXVI,  with  the  counties  ranked  from  low  to  high  in  interest  rates 
paid.     For   the    entire    State,    the    average    interest    rate   paid    on    all    out- 


302  Report  of  Educational  Commission 

standing  issues  by  all  units  of  local  government  is  5.316  per  cent.  The 
average  rate  paid  on  countywide  issues  is  5.330  per  cent,  on  district  and 
township  issues  5.417  per  cent,  and  on  city  and  town  issues  5.242  per  cent. 

It  is  significant  to  note,  on  the  one  hand,  that  a  flat  rate  of  6  per  cent 
is  paid  on  all  countywide  issues  of  9  counties,  on  district  and  township  issues 
of  22  counties,  on  city  and  town  issues  of  23  counties,  and  on  the  total 
combined  issues  of  all  units  of  6  counties,  and  on  the  other  hand,  that  less 
than  5  per  cent  is  paid  by  9  counties  on  countywide  issues,  by  5  counties  on 
district  and  township  issues,  by  7  counties  on  city  and  town  issues,  and 
by  5  counties  on  the  total  issues  of  all  units  combined.  It  is  not  impossible 
that  some  of  the  counties  and  subdivisions  paying  6  per  cent  have  had 
to  pay  fees  of  such  size  for  selling  their  bonds  as  to  bring  their  interest 
rate  appreciably  above  6  per  cent. 

Indebtedness  of  the  State  of  North  Carolina 

The  State  of  North  Carolina  as  a  state  had  outstanding  June  30,  1926, 
a  total  indebtedness  of  $144,065,600.  Of  this  total  indebtedness,  Table  XVI 
shows  that  $43,766,000  was  incurred  for  various  objects  under  the  General 
Fund,  $85,299,600  was  incurred  for  highway  construction,  and  $15,000,000 
was  incurred  for  the  Special  Building  Fund  loans  for  public  schools. 

Of  the  total  of  $43,766,000  chargeable  against  the  General  Fund,  $23,295,500 
was  issued  for  educational  and  charitable  institutions,  $8,480,000  for  funding 
and  refunding,  $1,642,500  for  public  improvements,  $500,000  for  State 
Hospital,  $250,000  for  Administrative  Building,  $160,000  for  training  schools 
for  delinquents  and  defectives,  and  $9,438,000  in  the  form  of  notes  in  antici- 
pation of  bond  issues. 

The  $85,299,600  incurred  for  highway  construction  was  authorized  by  the 
General  Assemblies  of  1921,  1923  and  1925.  The  General  Assembly  of  1921 
authorized  the  issuance  of  $50,000,000  of  State  bonds  for  highway  construc- 
tion, the  General  Assembly  of  1923  authorized  $15,000,000,  and  the  General 
Assembly  of  1925  authorized  $20,000,000.  In  the  indebtedness  for  highways 
is  an  item  of  $300,000,  representing  State  notes  issued  for  the  construction 
of  the  Chowan  River  Bridge. 

The  indebtedness  for  the  Special  Building  Fund  for  schools,  amounting 
to  $15,000,000,  was  authorized  by  the  General  Assemblies  of  1921,  1923,  and 
1925.  Each  session  authorized  the  issuance  of  $5,000,000  in  State  bonds  or 
notes  to  be  in  turn  lent  by  the  State  to  the  various  counties  to  enable  them  to 
catch  up  with  badly  delayed  school  building  programs.  With  the  exception 
of  the  small  amount  of  $60,000  of  State  bonds  issued  for  school  buildings 
for  Indians  in  Robeson  County,  half  of  which  was  authorized  by  the 
General  Assembly  in  1923  and  half  in  1925,  this  item  of  $15,000,000  is  the 
only  state  indebtedness  that  is  comparable  to  the  "Indebtedness  for  Schools" 
of  the  subdivisions  of  the  State.  The  item  of  $23,295,500  for  educational 
and  charitable  institutions,  except  for  the  $60,000  above  referred  to,  was 
not  incurred  for  public  schools.  That  part  of  it  which  was  incurred  for 
educational  institutions  went  to  public  improvements  at  the  State  insti- 
tutions of  higher  learning.  According  to  the  division  heretofore  set  up 
in  this  study,  $15,000,000  of  the  total  State  indebtedness  was  incurred  for 
public    schools    and    $129,065,600    for    purposes    other    than    schools.     The 


Part  IV 


303 


$15,000,000  indebtedness  for  schools  has  already  been  shown  in  Table  XII 
as  a  county  indebtedness  to  the  State..  It  should  not  properly  be  considered 
as  an  indebtedness  both  of  the  State  and  of  the  counties.  In  arriving  at  the 
total  public  debt  to  be  paid  by  ,the  citizens  of  North  Carolina,  one  should 
count  this  item  only  once. 

Of  the  total  State  indebtedness  of  $144,065,600  outstanding  June  30,  1926, 
the  bonded  debt  amounted  to  $114,327,600  and  the  indebtedness  not  bonded 
(outstanding  in  the  form  of  State  notes)  amounted  to  $29,738,000.  Since 
June  30,  1926,  State  bonds  have  been  issued  for  practically  the  entire  amount. 

The  range  of  interest  rate  paid  by  the  State  on  its  bonds  is  from  4  per  cent 
to  5  per  cent.  A  study  of  Table  XVI  shows  that  $7,309,000  was  issued  at 
4  per  cent,  $90,344,000  at  4V2  per  cent,  $4,250,000  at  4%  per  cent,  and 
$12,424,600  at  5  per  cent.  The  average  interest  rate  paid  by  the  State  is 
4.532  per  cent.     The  total  annual  interest  paid  is  $5,180,945. 

CHART  IV 

Public  Debt  of  North  Carolina  and  Its  Subdivisions,  1926,  For  Schools  and 
For  Purposes  Other  Than  Schools 


For  Other  Purposes 
Than  Schools 
$  389,785,530 
(85.5%) 


For  Public 

Schools 
$  66,062,a50 
(14.5$) 


Indebtedness  of  North  Carolina  and  Its  Subdivisions 

The  total  indebtedness  of  the  State  of  North  Carolina  June  30,  1926,  was 
$144,065,600.  The  total  indebtedness  1926  of  the  subdivisions  of  North 
Carolina  was  $326,782,080.  Of  this  total  indebtedness,  State  and  local,  Table 
XXVII  shows  that  $138,602,239  was  incurred  by  counties,  $50,121,514  by 
districts  and  townships,  $138,058,327  by  cities  and  towns,  and  $144,065,600  by 
the  State  of  North  Carolina.     The  bonded  indebtedness  amounts  to  $393,243,- 


304 


Report  of  Educational  Commission 


016,  the  indebtedness  not  bonded  to  $77,604,664.  Deducting  from  the  State 
indebtedness  the  item  of  $15,000,000  incurred  for  the  Special  Building  Fund 
for  schools  (which  has  already  been  included  as  a  county  obligation),  one 
arrives  at  a  total  net  public  indebtedness  of  $455,847,680  for  the  State  and 
its  subdivisions,  as  of  1926.  The  public  debt  of  the  State  and  its  subdivisions 
is  one-sixth  of  the  assessed  valuation   of  North  Carolina. i 

This  indebtedness  is  divided  as  follows:  For  schools  $66,062,150,  for 
purposes  other  than  schools  $389,785,530.  Of  the  total  indebtedness  of 
$66,062,150  for  schools,  $58,331,637  is  for  buildings  and  $7,730,513  for  funding. 
Of  the  total  indebtedness  of  $389,785,530  for  purposes  other  than  schools, 
$185,309,664  is  for  roads  and  bridges  and  State  highways,  $104,121,674  for 
streets  and  sidewalks  and  their  accompanying  water  and  sewer  systems, 
$24,165,503  for  funding,  $23,955,500  for  educational  and  charitable  institu- 
tions, $16,645,703  for  public  buildings,  $15,205,400  for  public  improvements, 
$9,438,000  for  notes  given  in  anticipation  of  bond  issues,  $5,332,980  for 
electric  lights  and  power,  $4,373,188  for  miscellaneous  purposes  and  pur- 
poses not  specified,  and  $1,247,908  is  for  railroads. 


CHART  V 
Public  Debt  of  North  Carolina  and  Its  Subdivisions,  1926 


Eoads,  Bridges,  Highways 
Streets,  Water,  Sewer 

Public  Schools 

Funding 

State  Institutions 

Public  Buildings 

Public  Improvements 

Botes  Anticipating  Bonds 

Electric  Lights  and  Power 

Miscellaneous  Unclassified 

Bailroads 


Total 


$  185,309,664 

104,121,674 

66,062,150 

24,165,503 

23,955.500- 

16,645,703 

15,205,400 

9,438,000 

5,332,980 

4,373,18  8 

1,247,908 
$455,847,680  ~ 


100        IB 

Scale  in  Millions  of  Dollars 


Fourteen  and  one-half  per  cent  of  the  total  indebtedness  of  North  Carolina 
and  its  subdivisions  was  incurred  for  schools,  and  85^  per  cent  for  pur- 
poses other  than  schools.  The  public  debt  is  $159.50  per  capita:  for  schools 
$23.12,  for  purposes  other  than  schools  $136.38. 


1  Since  these  figures  were  compiled,  the  General  Assembly  of  1927  has  authorized  the 
increase  of  the  State  indebtedness  $30,000,000  for  highway  construction,  $2,500,000 
for  special  building  fund  for  schools,  $5,247,000  for  permanent  improvements  at  State 
institutions,  $400,000  for  purchase  of  a  State  prison  farm,  and  $60,000  for  a  farm 
colony  for  women — a  total  of  $38,054,680.  The  increase  authorized  in  the  State  indebted- 
ness together  with  the  additional  bonded  and  current  indebtedness  contracted  by  the  sub- 
divisions of  the  State  puts  the  present  total  indebtedness  fully  up  to  one  half  billion 
dollars,  or  twenty  per  cent  of  the  assessed  valuation  of  all  the  property  in  North  Carolina. 


Part  IV  305 

Relation  of  Indebtedness  to  the  True  Wealth  of  North  Carolina 

The  relation  of  the  total  public  debt  of  the  State  and  its  subdivisions  to 
the  total  assessed  valuation  of  the  State  is  of  significance  because  that 
relationship  controls  the  amount  of  indebtedness  that  may  be  contracted 
by  the  State  or  any  of  its  subdivisions.  The  relation  between  the  total 
indebtedness  of  the  State  and  its  subdivisions  and  the  true  full  value  of 
property  or  the  true  wealth  of  the  State  is  of  much  more  significance  in 
determining  the  relative  burden  that  the  outstanding  indebtedness  places 
upon  the  citizens  of  the  State  and  their  ability  to  carry  this  burden. 

It  is,  of  course,  difficult  to  estimate  accurately  the  true  wealth  of  North 
Carolina.  The  estimate  of  the  United  States  Bureau  of  the  Census  for 
1922  places  the  value  of  all  property  in  North  Carolina  at  $4,543,110,000. 
A  more  recent  estimate  made  by  the  National  Industrial  Conference  Board 
for  1925  places  the  value  at  $5,284,000,000. 

The  Commission  would  hazard  no  guess  as  to  which  of  these  estimates  comes 
closest  to  the  real  truth.  Estimates  of  both  the  Bureau  of  the  Census 
and  the  National  Industrial  Conference  Board  are  generally  considered  con- 
servative. In  any  case,  the  entire  public  debt  of  the  State  and  its  sub- 
divisions, which  in  1926  was  16.3  per  cent  of  the  assessed  valuation  of  prop- 
erty, lies  somewhere  between  8  per  cent  and  10  per  cent  of  the  full  true 
valuation  of  all  property  in  the  State. 

Balance  Sheet  Showing  Financial  Condition  of  State  of  North  Carolina 

June  30,  1926 

This  section  of  the  Report  of  the  Commission  dealing  with  the  financial 
condition  of  counties  is  concerned  principally  with  indebtedness — primarily 
with  indebtedness  of  the  subdivisions  of  the  State,  secondarily  with  indebted- 
ness of  the  State  itself.  The  Commission  presents  in  Table  XXVIII,  how- 
ever, a  statement  showing  together  with  the  indebtedness  of  the  State  the 
current  and  capital  assets  which  it  has  to  show  for  and  to  offset  its  indebted- 
ness. This  statement  shows  as  at  the  close  of  the  fiscal  year  ending  June 
30,  1926,  State  current  assets  amounting  to  $33,022,550  and  capital  assets 
amounting  to  $200,054,865. 

More  than  one-half  of  the  total  current  assets  of  $33,022,550  was  at  this  date 
in  the  form  of  cash.  The  other  current  assets  are  county  notes  receivable. 
The  statement  shows  cash  in  the  State  Treasury  amounting  to  $17,427,683 
and  county  serial  notes  amounting  to  $15,007,922. 

The  current  liabilities  consist  mainly  of  reserves  for  special  funds.  Li- 
abilities for  the  special  building  fund  for  schools  amounted  to  $14,568,721, 
for  State  highways  $9,960,802,  for  the  literary  fund  for  schools  $1,274,991, 
for  the  permanent  improvement  fund  $1,517,803,  for  other  special  funds  $3,- 
167,874.  The  liability  for  trust  funds  was  $608,433.  The  Auditor  had  warrants 
outstanding  amounting  to  $651,791.  There  was  a  cash  credit  balance  in  the 
general  fund  amounting  to  $1,269,824.  The  credit  balance  of  $1,269,824  makes 
the  total  current  liabilities  and  reserves  balance  the  total  current  assets 
of  $33,022,550. 
20 


306  Report  of  Educational  Commission 

The  capital  assets  of  $200,054,865  consists  of  sinking  fund  assets  to  the 
amount  of  $4,894,721,  railroad  stocks  with  a  market  value  of  $5,173,580,  and 
permanent  investment  (consisting  of  highways  and  real  estate,  improvements, 
buildings  and  equipment  at  the  Capital  and  at  various  locations  belonging  to 
the  State  institutions  and  activities)   amounting  to  $189,986,564. 

The  capital  liabilities  are  the  outstanding  State  bonds  and  notes,  which 
have  already  been  analyzed  in  Tables  XVI  and  XXVII.  They  are  the  total 
State  debt.  On  June  30,  1926,  they  amounted  to  $144,065,600.  This  balance 
sheet  shows  a  surplus,  consisting  of  State  permanent  improvements  over 
and  above  the  net  debt  (the  net  debt  being  the  outstanding  bonds  and  notes), 
which  amounts  to  $55,989,265. 

The  State  of  North  Carolina,  as  of  June  30,  1926,  had  a  current  surplus  of 
$1,269,824  over  and  above  current  liabilities  and  a  capital  surplus  of  $55,- 
989,265  over  and  above  all  capital  liabilities. 

In  view  of  the  fact  that  the  State  does  not  levy  a  proper  tax,  it  is  unneces- 
sary to  point  out  that  the  carrying  charge  and  the  retirement  installments 
of  the  State  liabilities  do  not  impose  any  burden  on  property  in  North  Caro- 
lina. These  charges  for  liabilities  against  the  general  fund  are  met  out  of 
the  general  State  revenue,  mainly  out  of  income,  franchise,  and  privilege 
taxes;  for  liabilities  for  the  highway  fund  they  are  met  from  a  four  cent  per 
gallon  tax  on  gasoline  and  the  automobile  license  tax. 

Although  a  study  of  the  current  and  capital  assets  of  the  subdivisions  of 
the  State  is  outside  of  the  scope  of  this  report,  such  a  study  would  ser  forth, 
in  a  large  majority  of  cases,  no  less  favorable  picture  than  the  statement  of 
the  State  assets  and  liabilities  shows  for  the  State.  The  outlay  of  sub- 
divisions of  the  State  for  school  buildings  has  been  accompanied,  of  course, 
by  some  waste.  This  expenditure,  the  indebtedness  for  which  amounts  to 
$58,331,637,  has  nevertheless  been  so  carefully  and  soundly  made  that  the 
appraisal  of  the  total  school  buildings  of  the  State,  as  made  by  "Auditors 
and  Superintendents  and  as  shown  in  the  Biennial  Report  of  the  Superintend- 
ent of  Public  Instruction  for  the  biennium  1924-1926,  Part  III,  page  153,  was 
June  30,  1926,  $82,764,628.  The  total  indebtedness  for  school  buildings  out- 
standing June  30,  1926  does  not,  of  course,  represent  the  total  cost  of  these 
buildings.  Since  the  total  indebtedness  for  all  purposes  for  schools,  as 
shown  in  Table  XV,  is  $66,062,150,  it  is  a  safe  assumption  that  the  figure  of 
$58,331,637  of  indebtedness  for  buildings  is  very  close  to  the  correct  figure 
for  the  entire  cost  of  these  buildings.  Attention  should  perhaps  be  called 
to  the  fact  that  "buildings"  in  this  study  means  buildings  and  the  land  on 
which  buildings  are  located. 

In  like  manner  the  expenditures  by  the  subdivisions  of  the  State  for 
roads,  for  streets  and  sidewalks,  for  public  buildings,  and  for  other  public 
improvements  have  resulted  in  tangible,  permanent,  necessary,  productive 
properties  that  more  than  overbalance  the  outlays  made  for  them. 


CHAPTEE  III 

THE  ONE  HUNDRED  FIRST  COUNTY 

Strictly  speaking  there  is  no  county  in  North  Carolina  that  represents  the 
average  for  the  entire  State,  either  in  assessed  valuation  and  taxes  levied 
or  in  indebtedness  incurred.  A  great  many  counties,  however,  vary  only 
slightly  from  the  State  average. 

In  Table  XXIX  the  Commission  has  undertaken  to  show  what  would  be 
the  financial  condition  of  a  county,  were  such  a  county  organized,  contain- 
ing an  average  of  the  assessed  valuation,  the  property  taxes  levied,  and  the 
indebtedness  of  the  one  hundred  counties  in  the  State.  For  convenience  and 
illustration  this  ideal  county  of  averages  has  been  called  the  One  Hundred 
First  County.  This  county,  existing  in  fact  only  in  this  report,  is  the 
average  county  of  North  Carolina. 

Assessed  Valuation 

The  assessed  valuation  of  the  One  Hundred  First  County  is  $27,982,936. 
The  value  of  real  property  is  $19,015,552,  of  personality  $5,959,419,  of  property 
assessed  by  the  State  Board  of  Assessment  $3,007,965.  Sixty-eight  per  cent 
of  the  assessed  valuation  is  real  estate,  21  per  cent  personal  property,  and 
11  per  cent  excess  and  other  valuation  assessed  by  the  State  Board  of 
Assessment. 

Property  Taxes 

In  1926  the  One  Hundred  First  County  levied  a  rate  of  61.90  cents  for 
the  constitutional  six  months  school  term  and  raised  therefrom  $173,216. 
It  levied  a  countywide  rate  of  57.63  cents  for  purposes  other  than  schools, 
from  which  it  produced  $161,253.  The  countywide  tax  for  purposes  other 
than  schools  was  divided  as  follows:  for  county  general  purposes  $38,649, 
for  poor  $1,704,  for  roads  and  bridges  $56,094,  for  bonds  and  interest  $62,450, 
for  miscellaneous  uses  $2,356.  The  total  countywide  tax  rate  was  $1,193 
on  the  one  hundred  dollars  of  valuation,  raising  a  total  of  $334,470. 

The  One  Hundred  First  County  levied  special  taxes  amounting  to  $93,704 
for  extending  and  supplementing  the  six  months  school  term  in  districts 
having  a  total  valuation  of  $23,607,841.  It  levied  special  taxes  for  schools 
on  84.4  per  cent  of  its  total  valuation.  Based  on  the  valuation  of  $23,607,841 
the  average  rate  of  the  special  district  taxes  was  39.7  cents.  The  total 
taxes  levied  for  schools,  countywide  and  district,  amounted  to  $266,921. 

On  a  valuation  of  $6,652,838  the  townships  and  districts  levied  for  purposes 
other  than  school  taxes  amounting  to  $16,739.  This  represents  an  average 
rate  of  25.2  cents  on  the  total  valuation  levying  special  district  or  township 
taxes  for  purposes  other  than  schools.  On  a  valuation  of  $12,636,859  the 
cities  and  towns  levied  an  average  rate  of  96.4  cents,  which  produced 
$121,798  for  city  and  town  purposes.  The  special  tax  for  schools  in  the 
typical  town  of  the  One  Hundred  First  County  was  levied  not  as  a  town 
tax  but  as  a  school  district  tax. 


308  Report  of  Educational  Commission 

To  summarize:  the  total  property  taxes  levied  for  schools  amounted  to 
$266,921,  for  purposes  other  than  schools  $299,791.  The  total  property  taxes 
levied  amounted  to  $566,712.  The  countywide  levy  amounted  to  $334,470, 
the  district  and  township  levies  amounted  to  $110,444;  the  city  and  town 
levies  amounted  to  $121,798.  On  an  assessed  valuation  of  $27,982,936  the 
school  taxes  would,  if  levied  countywide,  have  required  a  rate  of  95.4  cents, 
the  taxes  for  all  other  purposes  a  rate  of  $1,071,  making  a  total  rate  of 
$2,025.  In  other  words  all  the  taxes  levied  by  all  divisions  of  the  county 
were  equivalent  to  a  countywide   rate  of  $2,025. 

Indebtedness 

The  One  Hundred  First  County  had  outstanding  in  1926  a  total  indebted- 
ness of  $3,267,821.  Its  indebtedness  amounted  to  11.7  per  cent  of  its  assessed 
valuation.  The  bonded  debt  was  $2,789,134,  the  floating  debt  $478,667.  The 
bonded  debt  of  the  county  was  $997,049,  of  the  districts  and  townships 
$490,277,  of  the  cities  and  towns  $1,321,828.  The  floating  debt  of  the  county 
was  $408,973,  of  districts  and  townships  $10,938,  of  cities  and  towns  $58,756. 
The  total  countywide  indebtedness  was  $1,386,022,  the  total  indebtedness  of 
districts  and  townships  $501,215,  of  cities  and  towns  $1,380,584. 

The  total  indebtedness  for  schools  of  the  One  Hundred  First  County  was 
$660,621,  for  purposes  other  than  schools  $2,677,200.  Twenty  per  cent  of  the 
total  indebtedness  was  for  schools  and  eighty  per  cent  for  purposes  other 
than  schools.  The  bonded  indebtedness  for  schools  amounted  to  $454,599, 
for  purposes  other  than  schools  to  $2,334,535.  The  current  liabilities  or 
floating  indebtedness  for  schools  amounted  to  $206,022,  for  purposes  other 
than  schools  $272,645. 

Of  the  $454,599  bonded  indebtedness  for  schools,  $420,944  was  contracted 
for  building  and  $33,655  for  funding  current  expense;  of  the  $206,022  cur- 
rent liabilities  for  schools,  $162,372  was  incurred  for  building  and  $43,650 
for  funding  current  expense. 

The  indebtedness  for  purposes  other  than  schools  was  incurred  mainly 
to  provide  facilities  for  travel,  60  per  cent  of  the  total  being  for  roads  and 
bridges  and  streets  and  sidewalks.  Of  the  total  indebtedness  of  $2,607,200 
for  purposes  other  than  schools,  $1,000,101  was  incurred  for  roads  and 
bridges,  $556,511  for  streets  and  sidewalks,  $491,701  for  water  and  sewer, 
$166,458  for  public  buildings,  $156,855  for  funding,  $133,129  for  "public  im- 
provements," $53,230  for  electric  lights  and  power,  $27,418  for  purposes  not 
specified,  $12,479  for  railroads,  and  $9,318  for  fire  departments. 

The  total  sinking  fund  of  all  divisions  of  the  One  Hundred  First  County 
is  $113,711.  Of  this  total,  $33,092  is  set  aside  for  countywide  issues,  $11,605 
for  district  and  township  issues,  and  $69,014  for  city  and  town  issues. 

The  rate  of  interest  paid  on  outstanding  bonds  of  the  One  Hundred  First 
County  ranges  from  4  per  cent  on  a  few  issues  to  6  per  cent.  The  average 
rate  paid  on  the  entire  outstanding  issues  is  5.316  per  cent.  The  average 
rate  on  countywide  bonds  is  5.330,  on  district  and  township  bonds  5.417, 
and  on  city  and  town  bonds  5.242. 

The  annual  interest  charge  on  the  bonded  indebtedness  of  the  county  and 
its  subdivisions  is  $148,266.  To  pay  this  interest  out  of  the  property  taxes 
levied   would  require   26   per   cent   of   all   the   property  taxes   levied    in   the 


Part  IV  309 

county.     The  annual   charge  for  interest   is   0.53   per   cent  of  the   assessed 
valuation  of  the  county. 

In  1926  the  per  capita  public  debt  (State  and  local)  of  the  inhabitants  of 
the  One  Hundred  First  County  was  $159.50.  A  little  less  than  15  per  cent  of 
this  indebtedness  is  for  schools,  and  a  little  more  than  85  per  cent  is  for 
purposes  other  than  schools. 

What  of  the  Future? 

This  study  of  the  financial  condition  of  counties  has  attempted  to  set 
forth  some  pertinent  information  about  the  tax  burden  and  the  debt  burden 
of  tbe  counties  and  of  the  State  for  public  education  and  for  other  public 
services.  Its  main  purpose  has  been  to  show  the  present  condition  of  the 
counties  with  respect  to  their  current  tax  burdens  for  their  various  under- 
takings and  the  extent  to  which  they  have  already  obligated  themselves  to 
provide  public  services  for  their  citizens.  The  study  has  made  no  attempt 
to  show  the  total  outlay  that  has  been  made  for  public  education,  public 
roads,  public  buildings,  public  health,  etc.  Nor,  except  for  the  balance  sheet 
of  North  Carolina,  presented  in  Table  XXVIII,  showing  the  current  and 
capital  assets  and  liabilities  of  the  State  as  of  June  30,  1926,  has  it  under- 
taken to  show  the  present  net  worth  of  the  tangible  material  assets  or  of 
the  intangible  moral  and  intellectual  outcomes  of  its  public  school  system, 
or  the  net  worth  of  the  State  highway  system,  or  of  county  highways,  or  of 
other  permanent  investments  that  the  State  and  its  subdivisions  have  made, 
or  the  present  financial  condition  of  the  State  and  its  subdivisions  as  going 
concerns.  Such  an  undertaking  would  be  an  interesting  and  extremely  use- 
ful piece  of  work.  It  does  not  lie,  however,  within  the  scope  of  the  survey 
attempted  by  the  Commission. 

The  future  policy  of  the  State  toward  public  education,  public  highways, 
public  health,  and  other  public  services,  can  not,  of  course,  be  determined 
wholly  on  the  basis  either  of  our  present  tax  burden  or  of  our  present  in- 
debtedness. Our  policy  toward  these  public  services,  however,  in  the  opinion 
of  the  Commission  should  be  in  part  determined  by  our  tax  burden 
and  our  public  debt.  Our  ability  to  provide  increased  support  for  public 
education  is  certainly  partially  limited  by  the  support  we  are  already  pro- 
viding. The  same  is  true  with  respect  to  providing  increased  revenue  for 
highways. 

The  extent  to  which  public  education,  or  any  other  public  service,  should 
continue  to  be  supported  ought  to  be  determined  largely  by  returns  from 
such  investment.  For  example,  $100,000,000  of  State  bonds  for  public  high- 
ways looks  to  the  average  North  Carolinian  like  a  big  investment  for  road 
building.  In  interest  alone  such  an  investment  in  roads  costs  North  Caro- 
lina a  minimum  of  four  and  a  half  millon  dollars  a  year.  The  question 
of  whether  North  Carolina  can  afford  such  an  outlay  for  roads,  however, 
should  be  determined  not  only  by  this  annual  charge  but  also  by  the  return 
from   such   an   investment. 

If  the  returns  from  our  expenditures  for  public  education  do  not  in  the 
last  analysis  bulk  bigger  than  the  expenditures  themselves,  increased  sacrifices 
for  this  public  service  cannot  be  justified.  If  public  education 
pays  bigger  dividends  in  increased  wealth  and  efficiency  and  happiness  in 
living  than  the  expenditures  for  it  would  produce  if  used  for  other  purposes, 
then,  whether  the  financial  burden  of  public  education  is  relatively  light 
or  heavy,  more  and  better  education  should  be  provided. 


310 


Report  of  Educational  Commission 


TABLE  I— SUMMARY  OF 


County 


Alamance... 
Alexander... 
Alleghany... 

Anson.. 

Ashe 

Avery 

Beaufort 

Bertie 

Bladen 

Brunswick.. 
Buncombe.. 

Burke... 

Cabarrus 

Caldwell 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland... 
Columbus... 

Craven 

Cumberland 

Currituck 

Dare.. 

Davidson 

Davie 

Duplin 

Durham 

Edgecombe.. 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

Guilford 

Halifax 

Harnett 

Haywood 

Henderson.. 

Hertford 

Hoke 

Hyde 

Iredell 

Jackson 


Real  Property 


Land 


493,680 
159,590 
478,629 
743,598 
002,062 
331,680 
643,924 
643,614 
184,825 
576,861 
338,251 
616,646 
274,035 
305,764 
634,416 
308,855 
780,297 
005,572 
421,108 
931,397 
465,980 
471,449 
076,418 
036,582 
416,225 
725,567 
797,085 
003,012 
877,941 
265,428 
463,554 
450,281 
679,873 
202,984 
138,074 
788,092 
331,066 
024,900 
965,805 
149,974 
291,050 
508,167 
876,595 
474,652 
077,241 
884,907 
217,764 
264,487 
836,402 
270,091 


Manufacturing 

Properties 

Outside 

Incorporated 

Towns 


2,791,979 
2,400 


15,834 
19,200 
2,310 


794,718 
414,680 


1,939,771 


2,189,756 

35,126 

7,500 


2,297,530 
263,433 
157,550 


2,139 

4,997,844 

200,650 

103,000 

1,376,155 

17,400 


4,486,483 
1,328,714 


876,442 

5,969,605 

9,200 

20,201,501 

16,000 


152,020 


10,811,549 
5,735,852 
1,969,798 


20,019 

70,629 

313,500 


Mineral, 

Timber  and 

Water- 

Power 

Properties 


1,400 


3,350 

56,742 

480,805 

10,070 


77,660 
391,721 


4,786 


5,492 


15,050 
1,900 


10,000 
1,140 


334,503 
13,750 

149,927 

94,925 

2,300 


220,895 

56,576 

1,800 

107,193 


32,750 


96,650 
6,150 

169,110 
128,484 
54,850 


144,562 
4,925 


103,753 


119,059 


Town 
Lots 


9,132, 
637, 
226, 

3,025 
445, 
493, 

7,519, 

2,144, 


87,488 
5,389 

18,207 

5,045 

102 

4,193 

246 

13,010 
1,667 
1,318 
2,581 
85 
6,202 
2,455 

11,489 
9,735 


7,463,777 

1,253,611 

2,930,198 

40,669,374 

11,436,652 

68,178,969 

1,876,458 

24,147,067 

266,470 

71,575 

3,458,373 

1,023,352 

85,834,070 

6,246,178 

3,969,295 

3,554,580 

6,583,401 

1,776,743 

1,283,050 

290,173 

12,424,407 

1,006,822 


Total 
Valuation 

Real 
Property 


22,417,765 

3,798,636 

3,707,298 

11,772,395 

8,520,215 

4,325,279 

22,175,961 

10,788,135 

9,947,116 

7,251,717 

107,826,792 

18,951,123 

27,481,761 

16,546,322 

2,772,519 

10,524,414 

6,028,469 

28,313,631 

9,361,724 

4,408,828 

7,047,665 

1,893,240 

26,290,238 

12,842,461 

22,103,787 

21,839,769 

4,814,485 

2,223,907 

21,884,777 

8,849,553 

19,500,945 

48,119,655 

25,025,717 

91,351,558 

10,120,382 

64,142,810 

4,782,646 

2,224,959 

11,631,048 

11,173,326 

120,936,669 

24,634,759 

17,820,613 

14,029,232 

16,660,642 

7,785,422 

8,500,814 

4,625,289 

29,260,809 

6,709,472 


Part  IV 


311 


LISTED  TAXABLES,  1926*— BY  COUNTIES 


Personal  Property 


Live 

Stock 

Stocks 

of 

Merchandise 

and 

Fixtures 

Material  in 
Process  of 
Manufacture 

and 
Machinery 

Net  Value 

of  Personal 

Property 

Above  8300 

Exemption 

Net 
Solvent 
Credits 

All   Other 

Tangible 

and 

Intangible 
Property 

Personal 
Property 
Covered 

by  Items 
48  to  80 

Total 
Valuation 

of 
Personal 
Property 

$      428,984 

8  1,709,344 

S  2,059,701 

8      210,841 

8    1,958,963 

8          13,185 

S        995,104 

8      7,376,122 

222,912 

158,312 

8,559 

39,585 

691,263 

13,450 

2,143,189 

3,277,270 

306,597 

51,819 

10,533 

6,759 

371,959 

16,166 

133,569 

897,402 

616,875 

765,685 

220,809 

154, 2S5 

704,100 

3,832,058 

821,573 

7,115,385 

598,771 

268,881 

56,773 

24,812 

809,959 

12,520 

290, 777 

2,062,493 

189,000 

205,092 

38,165 

23,412 

316,837 

31,017 

195,657 

999, 180 

571,008 

1,475,952 

114,316 

263,464 

600,571 

69,618 

898, 9S5 

3,993,914 

515,663 

488,169 

20,430 

102,369 

1,254,300 

102,499 

525,441 

3,008,871 

363,104 

266,684 

87,402 

83,064 

444,763 

67,840 

422,210 

1,735,067 

173,398 

191,459 

126,507 

28,329 

123,168 

39,923 

377,515 

1,060,299 

635,750 

5,517,114 

2,347,653 

1,559,206 

12,185,452 

3,634,299 

3,480,310 

29,359,784 

311,240 

562,615 

1,042,676 

71,123 

1,005,832 

483,354 

790,680 

4,267,520 

460,083 

1,263,635 

3,073,040 

255,962 

1,437,427 

25,374 

1,043,017 

7,558,538 

295,267 

565,429 

803, 130 

99,912 

1,473,822 

136,034 

610,331 

3,983,925 

162,155 

53,951 

8,400 

12,389 

143,276 

4,215 

105,004 

489,390 

140,107 

452,935 

141,136 

102,510 

282,036 

118,054 

797,794 

2,034,572 

338,084 

121,230 

11,823 

53,117 

432,777 

15,249 

277,818 

1,250,098 

453,032 

1,320,267 

1,017,025 

225,456 

2,637,787 

363,892 

1,349,514 

7,366,973 

622,497 

578,978 

325,624 

171,681 

965,255 

4,094,764 

702,737 

7,461,536 

218,535 

331,208 

237,627 

48,370 

370, 193 

29,506 

315,513 

1,550,952 

202 , 342 

561,080 

154,910 

100,926 

879,903 

12,397 

323,696 

°       2,235,254 

108,214 

34,950 

20,370 

4,619 

63,289 

9,828 

59,316 

300,586 

761,268 

1,448,086 

1,196,952 

209,470 

2,392,160 

24,715 

1,192,222 

7,224,873 

440,810 

568,772 

274,446 

114,122 

472,991 

37,218 

903,827 

2,812,186 

308,141 

1,291,557 

486,734 

356,725 

779,456 

71,066 

1,018,955 

4,312,634 

445,676 

1,094,776 

275,766 

295,005 

922,746 

984,010 

908,338 

4,926,314 

170,323 

86,118 

14,200 

25,492 

144,573 

18,352 

160,725 

619,783 

44,550 

93,113 

8,071 

54,020 

5,350 

180,272 

385,376 

490,043 

1,192,478 

1,492,557 

206,717 

2,475,369 

181,239 

1,439,202 

7,477,605 

335,211 

256,616 

568,222 

100,311 

847,140 

104,323 

386,121 

2,597,944 

574,723 

635,184 

150,298 

150,262 

1,302,097 

115,403 

716,942 

3,644,909 

333,737 

2,821,059 

17,233,643 

725,893 

3,962,098 

1,895,177 

2,206,803 

29,178,410 

730,923 

1,776,472 

171,869 

409,279 

1,438,235 

26,159 

1,202,615 

5,755,552 

593,647 

8,422,782 

42,494,619 

1,878,707 

21,417,282 

1,196 

5,301,889 

80,110,122 

567,476 

477,561 

263,011 

116,360 

703,482 

4,601 

625,982 

2,728,473 

478,133 

2,609,927 

5,294,763 

1,208,134 

5,334,899 

2,594,783 

2,562,370 

20,083,009 

249,697 

105,637 

17,632 

49,526 

362,779 

6,579 

192,439 

984,289 

100,492 

64,918 

1,493,306 

15,737 

186,984 

246,993 

115,257 

2,223,687 

574,185 

670,210 

226,885 

277,161 

1,027,565 

44,793 

841,626 

3,662,425 

421.629 

245,309 

7,795 

91,216 

750,906 

4,406 

388,106 

1,609,367 

793,971 

10,908,857 

3,123,121 

2,323,500 

8,535,086 

78,549 

4,859,429 

30,622,513 

1,012,986 

1,749,525 

4,358,666 

422,436 

1,586,706 

88,502 

1,398,504 

10,617,325 

637,703 

744,173 

1,692,697 

206,354 

809,428 

487,964 

853,838 

5,432,157 

429,479 

901,322 

488,041 

138,476 

1,377,403 

680,523 

128 

4,015,372 

295,286 

1,086,438 

1,206,997 

256,169 

2,846,947 

71,804 

1,085,574 

6,849,215 

385,323 

280,304 

67,787 

138,295 

984,190 

12,913 

455,362 

2,324,174 

269,598 

216,902 

121,375 

72,482 

550,417 

180,223 

276,663 

1,687,660 

216,031 

136,515 

34,837 

57,490 

335,651 

69,049 

219,731 

1,069,304 

643,173 

2,255,224 

694,060 

360,758 

2,382,007 

42,274 

1,699,356 

8,076,852 

287,034 

375,544 

175,455 

51,339 

690,274 

27,090 

454,767 

2,061,503 

312 


Report  of  Educational  Commission 


table  I— 


Excess  Valuations  as  Assessed  by  State 

County 

Railroads, 
Telegraph, 
Telephone, 
Express,  etc. 

Bank 

Stock 

Building 
and 
Loan 

Alamance 

$             2,06'9,841 

828,787 

36 

3,103,318 

1,016,002 

207,819 

2,157,069 

1,169,173 

1,844,888 

594,897 

5,521,681 

2,885,778 

2,505,677 

620,853 

200,513 

502,791 

1,300,800 

2,448,157 

1,793,122 

2,480,702 

799,060 

25,292 

2,956,099 

4,463,480 

2,438,329 

3,822,202 

397,527 

$                211,603 

$ 

Alexander 

Alleghany 

6,639 

348,071 

85,675 

59,496 

115,050 

240,878 

92,121 

Anson 

1,026,678 

80,879 

333,121 

204,054 

7,164 

Caldwell _ 

1,161 

33,689 

1,602 

605,669 

90,352 

80,942 

84,364 

5,000 

609,838 

28,500 

275, 96j 

48,686 

21,391 

5,000 

2^2,109 

85,472 

118,210 

895,993 

.510,436 

805,581 

170,429 

1,179,886 

143,206 

1,448 

Clay !..._ _ 

5,427,460 
832,872 
2,073,581 
4,926,211 
2,819,521 
5,534,844 
1,182,314 
4,980,052 
1,396,817 

Franklin 

5,504,415 

352,731 

8,229,612 

4,386,127 

2,474,190 

1,993,773 

1,376,649 

873,016 

239,489 

41,648 

7,872,484 

2,063,548 

219,490 

78,259 

1,852,554 

271,007 

95,510 
169,561 

30,025 
116,290 

36,664 

9,800 

344,957 

18,350 

Guilford 

54,760 

Haywood 

834 
559 

Hoke 

Hyde 

3,634 

Part  IV 


313 


Continued 


Board  of  Assessment 

Total 
Valuation 

of  All 
Property — 

Real, 
Personal, 

Excess 

Per 

Cent 
Real 

Per 

Cent 
Personal 

Domestic 
Corpora- 
tions 

Total 

of 

Excess 

Valuations 

Per 

Cent 
Excess 

$               145,616 

8             2,427,060 

S           32,220,947 

69.6 

22.9 

7.5 

95,403 

924, 190 

8,000,096 

47.5 

41.0 

11.6 

2,266 

8,941 

4,613,641 

80.4 

19.5 

00.2 

13,170 

3,464,559 

22,352,339 

52.7 

31.8 

15.5 

2,500 

1,104,177 

11,686,885 

72.9 

17.7 

9.5 

267,315 
2,413,389 

5,591,774 
28,583,264 

77.4 
77.6 

17.9 
14.0 

4.8 

141,270 

8.4 

13,858 

1,423,909 

15,220,915 

70.9 

19.8 

9.4 

13,570 

1,950,579 

13,632,762 

73.0 

12.7 

14.3 

49,313 

644,210 

8,956,226 

81.0 

11.8 

7.2 

2,685,419 

9,233,778 

146,420,354 

73.6 

20.1 

6.3 

9,877 

2,983,698 

26,202,341 

72.3 

16.3 

11.4 

85,132 

2,923,930 

37,964,229 

72.4 

19.9 

7.7 

58,092 

884, 160 

21,414,407 

77.3 

18.6 

4.1 

200,513 

3,462,422 

80.1 

14.1 

5.8 

8,965 

545,445 

13,104,431 

80.3 

15.5 

4.2 

12,000 

1,314,402 

8,592,969 

70.2 

14.6 

15.3 

492,314 

3,547,588 

39,228,192 

72.2 

18.8 

9.0 

83,046 

1,966,520 

18,789,780 

49.8 

39.7 

10.5 

2,978 

2,564,622 

8,524,402 

51.7 

18.2 

30.1 

20,735 

904, 159 

10,187,078 

69.2 

21.9 

8.9 

16,400 

46,692 

2,240,518 

84.5 

13.4 

2.1 

161,079 

3,727,016 

37,242,127 

70.6 

19.4 

10.0 

20,016 

4,511,996 

20,166,643 

63.7 

13.9 

22.4 

51,236 

2,765,528 

29,181,949 

75.7 

14.8 

9.5 

276,822 

4,147,710 

30,913,793 

70.7 

15.9 

13.4 

418,918 

5,853,186 

82.3 

10.6 

7.2 

5,000 

2,614,283 

85.1 

14.7 

00.2 

151,558 

5,841,127 

35,203,509 

62.2 

21.2 

16.6 

2,390 

920,734 

12,368,231 

71.6 

21.0 

7.5 

143,647 

2,335,438 

25,481,292 

76.5 

14.3 

9.2 

708,299 

6,530,503 

83,828,568 

57.4 

34.8 

7.8 

263,680 

3,593,637 

34,374,906 

72.8 

16.7 

10.5 

907,389 

7,247,814 

178,709,494 

51.1 

44.8 

4.1 

26,500 

1,379,243 

14,228,098 

71.1 

19.2 

9.7 

1,196,442 

7,356,380 

91,582,199 

70.0 

21.9 

8.0 

26,832 

1,566,855 

7,333,790 

65.2 

13.4 

21.4 

4,448,646 

50.0 

50.0 

164,150 

5,888,055 

21,181,528 

54.9 

17.3 

27.8 

1,000 

431,990 

13,514,683 

82.7 

14.1 

3.2 

7,236,731 

17,373,657 

168,932,839 

71.6 

18.1 

10.3 

52,490 

4,709,624 

39,961,708 

61.7 

26.6 

11.8 

7,875 

2,577,575 

25,830,345 

69.0 

21.0 

10.0 

197,036 

2,361,204 

20,405,808 

68.8 

19.7 

11.6 

338,337 

1,745,570 

25,255,427 

66.0 

27.1 

6.9 

120,503 

1,109,809 

11,219,405 

69.4 

20.7 

9.9 

276,153 

10,464,627 

81.2 

16.1 

2.6 

51,448 

5,746,041 

80.5 

18.6 

00.9 

163,466 

8,384,541 

45,722,202 

84.0 

17.7 

18.3 

164,573 

2,246,471 

11,017,446 

60.9 

18.7 

20.4 

314 


Report  of  Educational  Commission 


TABLE  I- 


County 


Johnston 

Jones 

Lee... 

Lenoir 

Lincoln 

Macon 

Madison 

Martin 

McDowell 

Mecklenburg 

Mitchell. 

Montgomery 

Moore 

Nash 

New  Hanover... 
Northampton... 

Onslow 

Orange 

Pamlico.. 

Pasquotank 

Pender 

Perquimans 

Person 

Pitt 

Polk 

Randolph 

Richmond 

Robeson 

Rockingham 

Rowan 

Rutherford 

Sampson 

Scotland 

Stanly 

Stokes 

Surry 

Swain 

Transylvania 

Tyrrell 

Union 

Vance 

Wake 

Warren 

Washington 

Watauga... 

Wayne 

Wilkes 

Wilson 

Yadkin... 

Yancey 

North  Carolina 


Real  Property 


Land 


$  929,964,372 


Manufacturing 

Properties 

Outside 

Incorporated 

Towns 


740,137 

13,300 

430,010 


2,347,862 
6,896 


7,000 

896,554 

10,172,715 

74,485 

12,273 

109,600 


5,660 


87,656 


473,693 

7,528,848 

1,766,000 

5,139,693 

3,872,853 

6,334,102 

18,024 

889,168 

471,440 

17,700 


1,285,577 


126,650 


41,140 

2,500 

,015,275 

588,167 


$  115,065,265 


Mineral, 

Timber  and 

Water- 

Power 

Properties 


41,734 
67,373 
5,000 

107,460 


119,431 


41,775 
1,393,650 


73,953 
15,062 
12,035 


59,365 


26,885 
4,500 

81,866 
8,375 


38,197 

165 

8,075 

13,340 


118,805 

74,565 

5,500 

1,800 

7,461 


121,011 


15,750 
2,300 


24,051 

151,555 

165 

165,797 

4,850 

8,800 


37,862 


S      5,760,791 


Town 

Lots 


6,376,424 

557,586 
4,314,103 
10,386,040 
2,204,728 

989,317 

663,224 

2,266,950 

2,791,005 

87,243,405 

473,594 

2,021,271 

6,628,389 

9,659,345 

37,041,471 

988,606 

844,186 
4,048,006 

442,850 
7,201,631 

664,633 

1,163,737 

2,189,732 

12,069,856 

1,586,400 

3,375,533 

6,883,380 

9,219,970 

10,066,930 

19,071,386 

5,129,181 

1,884,815 

2,455,312 

5,563,280 

642,618 
7,490,079 

909,804 
2,426,490 

264,719 
5,131,016 
4,686,156 
43,393,589 
1,904,334 
1,012,775 
1,169,893 
14,497,809 
2,049,939 
15,349,712 

581,430 

440.429 


S  850,764,802 


Total 
Valuation 

Real 
Property 


29,051,443 

5,390,360 

8,780,557 

23,741,505 

10,746,971 

5,024,032 

5,325,264 

10,621,436 

9,870,420 

116,935,640 

3,825,531 

7,411,260 

18,382,950 

23,412,642 

43,566,231 

8,666,334 

7,389,459 

12,337,034 

4,334,341 

13,093,670 

5,794,565 

5,721,016 

10,655,727 

38,821,116 

5,590,947 

13,053,078 

22,022,874 

30,852,647 

27,742,505 

41,416,632 

22,506,512 

16,485,531 

10,635,583 

21,433,501 

8,890,884 

18,138,122 

6,676,758 

6,104,927 

3,369,158 

17,566,164 

13,062,198 

67,025,692 

9,497,580 

5,921,168 

6,908,499 

36,204,682 

10,056,447 

32,438,063 

7,213,076 

6,095,709 


,901,555,230 


Part  IV 


315 


Continued 


Personal  Property 


Live 
Stock 

Stocks 

of 

Merchandise 

and 

Fixtures 

Material  in 
Process  of 
Manufacture 

and 
Machinery 

Net  Value 
of  Personal 
Property 
Above  $300 
Exemption 

Net 
Solvent 
Credits 

All   Other 

Tangible 

and 

Intangible 
Property 

Personal 
Property 
Covered 
by  Items 
48  to  80 

Total 
Valuation 

of 
Personal 
Property 

$  1,335,724 

$  1,457,227 

S      392,985 

$      519,867 

$    2,826,923 

S        834,454 

$    1,645,565 

$      9,012,745 

234,218 

101,543 

3,550 

49,960 

174,318 

43,080 

156,020 

762,689 

262,393 

606,985 

266,615 

146,185 

533,486 

282,434 

882,563 

2,980,671 

406,825 

1,087,395 

1,610 

215,800 

856,970 

3,725 

915,010 

3,487,335 

390,139 

480,701 

409,373 

96,671 

1,116,540 

8,984 

764,099 

3,266,507 

247,942 

184,586 

7,301 

34,245 

413,865 

208,219 

188,543 

1,284,701 

383,941 

321,735 

23,930 

32,709 

594,361 

14,601 

276,836 

1,648,113 

494,390 

465,028 

19,607 

243,412 

783,930 

81,670 

509,047 

2,597,084 

174,675 

392,850 

489,663 

46,915 

806,616 

101,594 

540,252 

2,552,565 

741,305 

10,487,865 

379,340 

1,283,345 

10,491,280 

3,518,765 

8,635,490 

35,537,390 

159,946 

243,821 

74,156 

23,189 

243,240 

1,115 

172,456 

917,923 

274,715 

502,075 

279,059 

86,575 

1,072,372 

3,179,324 

655,372 

6,049,492 

361,258 

814,562 

305, 145 

526,050 

947,231 

647,692 

759,389 

4,361,327 

851,050 

1,419,221 

302,840 

291,221 

1,911,350 

58,424 

1,430,992 

6,265,098 

119,660 

4,424,780 

589,947 

484,290 

1,539,536 

97,910 

1,558,725 

8,814,848 

637,099 

458,187 

150,302 

140, 604 

1,211,327 

30,797 

533,517 

3,161,833 

303,928 

252,362 

37,943 

68,344 

430,368 

66,302 

300,555 

1,459,802 

330,845 

388,958 

183,900 

150,011 

1,036,696 

414,029 

473,994 

2,978,433 

149,611 

112,140 

7,960 

17,559 

45,096 

9,549 

173,535 

515,450 

272,477 

1,314,395 

449,731 

200,853 

1,349,325 

50,735 

825,165 

4,462,681 

213,316 

180,010 

56,019 

41,239 

217,363 

89,550 

306,754 

1,104,251 

•     250,419 

222,291 

180,500 

103,769 

449,572 

26,204 

224,238 

1,456,993 

328,108 

359,173 

23,138 

86,610 

537,535 

778,632 

507,069 

2,620,265 

780,398 

1,973,518 

50,719 

456,514 

2,764,955 

10,479 

1,312,716 

7,349,299 

114,534 

150,781 

55,780 

47,082 

415,805 

33,366 

258,477 

1,075,825 

550,386 

903,714 

789,374 

119,825 

2,228,599 

207, 178 

1,355,646 

6,154,722 

337,436 

911,428 

1,779,968 

260,648 

1,146,140 

377,583 

927,937 

5,741,140 

959,315 

1,579,095 

1,013,588 

318,126 

1,415,091 

431,728 

1,270,085 

6,987,028 

513,299 

1,451,923 

4,431,639 

275,380 

1,782,235 

7,135 

1,195,342 

9,656,953 

593,788 

2,075,673 
924,943 

1,831,671 
1,616,743 

390,163 
179,386 

2,448,268 
2,208,406 

1,882,395 
1,081,522 

9,221,958 

502,840 

38,430 

6,552,270 

784,083 

444,603 

96,796 

203,564 

1,035,447 

292,697 

916,326 

3,773,516 

293,803 

543,683 

194,409 

103,337 

1,905,951 

275,484 

489,324 

3,805,991 

444,866 

1,283,601 

1,643,703 

235,785 

1,641,809 

247,726 

932,355 

6,429,845 

422,814 

237,521 

42,854 

72,166 

1,602,227 

26,234 

499,160 

2,902,976 

591,872 

1,246,458 

1,278,201 

309,545 

2,308,682 

103,778 

1,016,369 

6,854,905 

174,874 

319,936 

156,193 

53,907 

566,889 

77,065 

829,885 

2,178,749 

141,069 

270, 198 

535,965 

82,761 

596,783 

41,377 

376, 758 

2,044,911 

104,703 

70,991 

4,647 

27, 627 

139,514 

29,611 

101,657 

478,750 

787,278 

999,313 

363,693 

192,802 

1,343,048 

84,655 

909,190 

4,679,979 

319,005 

1,695,466 

6,025 

204,543 

2,186,491 

11,195 

637,270 

5,059,995 

937,987 

4,177,238 

675,755 

525,552 

3,063,920 

1,595,193 

2,745,764 

13,721,409 

547,658 

469,798 

216,178 

139,795 

866,521 

61,608 

668,949 

2,971,507 

194,214 

260,972 

41,140 

63,661 

172,144 

22, 122 

240,312 

994,565 

309,872 

252,833 

82,450 

84,464 

462,534 

5,874 

353,559 

1,551,586 

756,688 

1,955,672 

368,015 

375,310 

2,573,914 

8,969 

2,354,483 

8,393,051 

489,304 

638,789 

488,029 

88,400 

1,007,779 

50,285 

654,093 

3,416,679 

915,393 

1,663,243 

1,364,676 

628,264 

3,329,292 

17,819 

2,817,963 

10,736,650 

329,918 

151,878 
128,086 

35,211 
22,317 

964,865 
413,547 

142,190 
60, 956 

468,078 
148,426 

2,092,140 

248,524 

17,275 

1,039,141 

$42,594,771 

$112,489,412 

$119,332,440 

$24,293,236 

$164,005,989 

$  36,039,022 

$  97,187,030 

$  595,941,900 

316 


Report  of  Educational  Commission 


table  I— 


Excess  Valuations  as 

Assessed  by  State 

County- 

Railroads, 
Telegraph, 
Telephone, 
Express,  etc. 

Bank 
Stock 

Building 
and 
Loan 

Johnston 

$            5,461,447 

893,335 

2,051,902 

1,343,947 

953,247 

$                331,306 

15,168 

75,206 

221,176 

158,443 

$ 

Jones 

Lee 

Lenoir 

1,937 

Macon.. 

3,225,327 
2,769,181 
8,108,108 
9,305,852 
4,406,197 
1,602,068 
2,735,249 
2,029,469 
3,947,318 
2,663,242 
1,942,061 
2,081,463 

587,564 

687,473 
3,349,971 

656,097 
1,216,275 
3,839,910 

536,272 
1,176,197 
2,862,717 
6,395,960 
4,262,572 
5,683,147 
4,590,703 

Martin 

35,209 

148,193 

3,152,095 

71,818 

185,083 

129,517 

374,987 

752,353 

218,434 

43,582 

44,929 

28,617 

323,626 

27,300 

28,086 

195,663 

533,367 

51,505 

140,505 

285,991 

288,137 

.     270,629 

339,489 

427,242 

McDowell 

Mitchell 

Nash „ 

Orange 

2,753 

Pasquotank __ 

2,926 

Person 

Pitt 

Polk 

42,013 

Richmond 

12,396 

Robeson 

Rockingham 

18,235 

Sampson 

2,744,360 

Scotland 

1,906,808 
2,278,118 

724,467 
3,109,894 
3,632,929 

420,134 
20,519 
2,072,750 
2,617,436 
12,065,881 
1,669,619 
1,729,950 

103,116 

3,799,181 

1,629,619 

2,595,012 

11,906 

780,535 

284,743 

143,252 

78,798 

226,179 

30,028 

66,000 

23,612 

323,971 

626,472 

3,556 

Stokes _ 

Surry 

Swain _ 

Tyrrell 

Wake... 

34,233 
31,754 
81,739 
426,237 
274,585 
554,816 
54,167 
99,855 

Washington 

Watauga 

Wilkes 

Wilson 

North  Carolina 

$          245,267,392 

$           24,367,147 

$              2,897,736 

"Compiled  from  abstracts  on  file  in  State  Department  of  Revenue,  Raleigh,  N.  C. 


Part  IV 


317 


Continued 


Board  of  Assessment 

Total 
Valuation 

of  All 
Property — 

Real, 
Personal, 

Excess 

Per 
Cent 
Real 

Per 

Cent 
Personal 

Domestic 
Corpora- 
tions 

Total 

of 

Excess 

Valuations 

Per 

Cent 
Excess 

S               199,996 

S             5,992,749 

S           44,056,937 

65.9 

20.5 

13.6 

908,503 
2,189,086 

7,061,552 
13,950,314 

76.3 
62.9 

10.8 
21.4 

12.9 

61,978 

15.7 

33,610 

1,598,733 

28,827,573 

82.4 

12.1 

5.5 

183,946 

1,297,573 

15,311,051 

70.2 

21.3 

8.5 

6,308,733 
10,198,704 
16,029,910 

79.6 
52.2 
66.3 

20.4 
16.2 
16.2 

3,225,327 
2,811,390 

31.6 

7,000 

17.5 

112,317 

8,368,618 

20,791,603 

47.5 

12.3 

40.3 

3,667,130 

16,125,077 

168,598,107 

69.4 

21.1 

9.6 

12,156 

4,490,171 

9,233,625 

41.4 

9.9 

48.6 

3,000 

1,790,151 

15,250,903 

48.6 

39.7 

11.7 

97,453 

2,962,219 

25,706,496 

71.5 

17.0 

11.5 

548,945 

2,953,401 

32,631,141 

71.8 

19.2 

9.1 

678,113 

5,377,784 

57,758,863 

75.4 

15.3 

9.3 

29,570 

2,911.246 

14,739,413 

58.8 

21.5 

19.8 

141,871 

2,127,514 

10,976,775 

67.3 

13.3 

19.4 

3,000 

2,132,145 

17,447,612 

70.7 

17.1 

12.2 

616,181 

5,465,972 

79.3 

9.4 

11.3 

368,190 

1,382,215 

18,938,566 

69.1 

23.6 

7.3 

210,243 

3,587,514 

10,486,330 

55.3 

10.5 

34.2 

37, 199 

721,382 

7,899,391 

72.4 

18.4 

9.1 

1,911,938 

14,687,970 

72.6 

17.8 

9.6 

363,380 

4,736,657 

50,907,072 

76.3 

14.4 

9.3 

28,393 

616,170 

7,282,942 

76.8 

14.8 

8.5 

1,358,715 

20,566,515 

63.5 

29.9 

6.6 

354,397 

3,515,501 

31,279,515 

70.4 

18.4 

11.2 

148,002 

6,832,099 

44,671,774 

69.1 

15.6 

15.3 

240,988 

4,792,424 

42,191,882 

65.8 

22.9 

11.4 

230,718 

6,253,354 

56,891,944 

72.8 

16.2 

11.0 

163,828 

5,181,773 

34,240,555 

65.7 

19.1 

15.1 

2,744,360 

23,003,407 

71.7 

16.4 

11.9 

188,184 

2,383,291 

16,824,865 

63.2 

22.6 

14.2 

77,530 

2,498,900 

30,362,246 

70.6 

21.2 

8.2 

33,682 

836,947 

12,630,807 

70.4 

23.0 

6.6 

102,561 

3,438,634 

28,431,661 

63.8 

24.1 

12.1 

13,560 

3,676,517 

12,532,024 

53.3 

17.4 

29.3 

486, 134 

8,635,972 

70.7 

23.7 

5  6 

44, 131 

3,892,039 

86.6 

12.3 

1.1 

62,147 

2,458,868 

24,705,011 

71.1 

18.9 

10.0 

251,503 

3,495,411 

21,617,604 

60.4 

23.4 

16.2 

2,481,073 

14,546,954 

95,294,055 

70.3 

14.4 

18.8 

30,606 

1,734,458 

14,203,545 

66.9 

20.9 

12.2 

1,761,704 

8,677,437 

68.2 

11.5 

20.3 

51,641 

236,496 

8,696,581 

79.4 

17.8 

2.7 

297,662 

4,523,080 

49,120,813 

73.7 

17.1 

9.2 

147,598 

2,051,802 

15,524,928 

64.8 

22.0 

13.2 

231,072 

3,380,900 

46,555,613 

69.7 

23.1 

7.3 

29,759 

95,832 

9,401,048 

76.7 

22.3 

1.0 

6,220 

886,610 

8,021,460 

76.0 

13.0 

11.1 

$          28,264,196 

$         300,796,471 

S      2,798,293,601 

68.0 

21.3 

10.8 

318 


Report  of  Educational  Commission 


TABLE  II— SUMMARY  OF  TOTAL  PROPE 


County 


Alamance... 
Alexander... 
Alleghany... 

Anson 

Ashe 

Avery 

Beaufort 

Bertie 

Bladen 

Brunswick... 
Buncombe.. 

Burke 

Cabarrus 

Caldwell 

Camden 

Carteret 

Caswell 

Catawba 

Chatham 

Cherokee 

Chowan 

Clay 

Cleveland... 
Columbus... 

Craven 

Cumberland 

Currituck 

Dare 

Davidson 

Davie _. 

Duplin 

Durham 

Edgecombe. 

Forsyth 

Franklin 

Gaston 

Gates 

Graham 

Granville 

Greene 

Guilford 

Halifax 

Harnett 

Haywood 

Henderson.. 

Hertford 

Hoke 

Hyde 

Iredell _. 

Jackson 

Johnston 

Jones 

Lee 


Assessed 

Valuations 

1926 


4, 
22, 
11 

5, 
28, 
15 
13, 

8, 
116, 
26, 
37 
21 

3, 
13, 

8, 
39. 
18 

8 
10 

2 
37, 
20, 
29, 
30 

5, 

2, 
35, 
12, 
25, 
83 
34 
178 
14 
91 

7 

4, 
21, 
13 
168 
39 
25 
20 
25 
11 
10 

5 
45 
11 
44 

7 
13 


220,947 
000,096 
613,641 
352,339 
686,885 
591,774 
583,264 
220,915 
632,762 
956,226 
420,354 
202,341 
964,229 
414,407 
462,422 
104,431 
592,969 
228,192 
789,780 
524,402 
187,078 
240,518 
242,127 
166,643 
181,949 
913,793 
853,186 
614,283 
203,509 
368,231 
481,292 
,828,568 
374,906 
709,494 
228,098 
582,199 
333,790 
448,646 
181,528 
514,683 
932,839 
961,708 
,830,345 
,405,808 
,255,427 
219,405 
,464,627 
,746,041 
,722,202 
,017,446 
,056,937 
061,552 
950,314 


Taxes 


Six 
Months 
School 
Term 


238,435 

59,601 

21,684 

167,643 

72,459 

54,799 

211,516 

124,812 

125,421 

53,737 

805,312 

170,315 

208,804 

149,901 

34,624 

104,835 

69,603 

203,987 

93,949 

51,146 

50,935 

25,990 

242,074 

169,400 

175,092 

309,138 

56,776 

21,437 

228,823 

92,762 

229,332 

500,457 

290,468 

500,374 

128,053 

549,493 

52,803 

40,038 

196,988 

104,063 

675,731 

247,763 

211,809 

142,840 

164,160 

94,243 

57,556 

57,460 

274,333 

95,851 

330,427 

52,962 

83,702 


District 
Special 
School 


130,970 
19,603 
2,375 
86,226 
8,102 
15,545 
77,312 
50,991 
42,528 
19,839 

590,016 
72,205 
58,816 
63,321 
7,563 
44,465 
8,762 

130,659 
32,845 
36,409 
23,321 
3,915 
91,593 
49,316 
90,298 

130,683 
17,560 
4,803 

137,591 
38,143 
57,981 

274,752 

161,307 

592,900 
72,425 

175,090 
30,233 
8,003 
40,872 
22,370 

884,410 

205,453 

111,811 
62,791 

106,604 
36,841 
24,568 
14,934 

137,036 
27,432 

183,954 
23,516 
57,611 


Total 
for 

School 


369,405 

79,204 

24,059 

253,869 

80,561 

70,344 

288,828 

175,803 

167,949 

73,576 

1,395,328 

242,520 

267,620 

213,222 

42, 187 

149,300 

78,365 

334,646 

126,794 

87,555 

74,256 

29,905 

333,667 

218,716 

265,390 

439,821 

74,336 

26,240 

366,414 

130,905 

287,313 

775,209 

451,775 

1,093,274 

200,478 

724,583 

83,036 

48,041 

237,860 

126,433 

1,560,141 

453,216 

323,620 

205,631 

270,764 

131,084 

82,124 

72,394 

411,369 

123,283 

514,381 

76,478 

141,313 


County 
Wide 
Other 
Than 

School 


228,769 

42,800 

30,450 

127,408 

144,918 

40,261 

311,558 

133,944 

74,980 

77,919 

732,101 

131,012 

208,803 

102,789 

17,658 

157,253 

106,553 

207,909 

135,286 

59,671 

85,571 

38,985 

89,381 

129,067 

262,638 

281,315 

31,022 

13,856 

211,221 

80,393 

216,591 

379,743 

80,781 

482,503 

46,953 

366,329 

22,735 

40,038 

139,798 

145,958 

777,091 

351,663 

116,237 

142,841 

227,299 

96,487 

61,741 

48,267 

342,917 

91,445 

110,142 

42,369 

76,727 


Part  IV 


319 


RTY  TAXES  LEVIED,  1926— BY  COUNTIES 


Assessed  For: 


Township 
or  Dist- 
rict Other 
Than 
School 


4,579 


11,265 


79,535 


122,908 


14,969 
1,751 
1,150 


13,407 
171,628 
88,625 


938 


37,485 
7,515 


8,172 

8,192 

9,771 

141,851 


City 

and 

Town 

(School 

Excluded) 


206,842 

14,367 

1,305 

44,706 

4,328 

2,582 

102,874 

39,109 

7,425 

14,379 

792,581 

66,243 

164,487 

58,021 


81,441 
416 

180,070 
23,440 
53,949 
35,914 
1,075 

122,294 
80,863 

145,247 

107,037 


1,200 

197,458 

15,772 

38,909 

788,940 

275,533 

761,252 

69,931 

388,439 

931 

2,614 

59,780 

27,128 

982,284 

128,978 

94,034 

131,627 

152,657 

38,334 

12,355 


164,372 
30,185 

155,374 

6,086 

58,736 


Total 

for 
Other 
Than 
School 


435,611 

57,167 

31,755 

181,907 

149,246 

42,843 

419,011 

173,053 

82,405 

92,298 

1,537,738 

197,255 

373,290 

160,810 

28,923 

238,694 

106,969 

387,979 

158,726 

193,155 

121,485 

40,060 

334,583 

209,930 

407,885 

403,321 

32,773 

16,206 

408,679 

96,165 

268,907 

1,168,683 

527  ,942 

1,243,755 

205,509 

754,768 

23,666 

43,590 

199,578 

173,086 

1,759,375 

480,641 

247,756 

274,468 

387,471 

134,821 

74,096 

56,439 

515,481 

131,401 

407,367 

48,455 

135,463 


805,016 
136,371 
55,814 
435,776 
229,807 
113,187 
707,839 
348,856 
250,354 
165,874 

2,933,066 
439,775 
640,910 
374,032 
71,110 
387,994 
185,334 
722,625 
285,520 
280,710 
195,741 
69,965 
668,250 
428,646 
673,275 
843,142 
107,109 
42,446 
775,093 
227,070 
556,220 

1,943,892 
979,717 

2,337,029 
405,987 

1,479,351 

106,702 

91,631 

437,438 

299,519 

3,319,516 
933,857 
571,376 
480,099 
658,235 
265,905 
156,220 
128,833 
926,850 
254,684 
921,748 
124,933 
276,776 


Per  Cent 
Total 
School 
Taxes 
Are  of 
Total 
Taxes 
Levied 


45.9 

58.1 
43.1 
58.3 
35.1 
62.1 
40.8 
50.4 
67.1 
44.4 
47.6 
55.2 
41.8 
57.0 
59.3 
38.5 
42.3 
46.3 
44.4 
31.2 
37.9 
42.7 
49.9 
51.0 
39.4 
52.2 
69.4 
61.8 
47.3 
57.7 
51.7 
39.9 
46.1 
46.8 
49.4 
49.0 
77.8 
52.4 
54.4 
42.2 
47.0 
48.5 
56.6 
42.8 
41.1 
49.3 
52.6 
56.2 
44.4 
48.4 
44.2 
61.2 
51.1 


Per  Cent 

Six 
Months 
School 
Taxes  Are 
of  Total 
School 
Taxes 


64.6 
75.3 
90.1 
66.0 
89.9 
77.9 
72.2 
71.0 
74.7 
73.0 
57.7 
70.2 
78.0 
70.3 
82.1 
70.2 
88.8 
60.9 
74.1 
58.4 
68.6 
86.9 
72.6 
77.5 
66.0 
70.3 
76.4 
81.7 
62.5 
70.9 
79.8 
64.6 
64.3 
45.8 
63.9 
75.8 
63.6 
83.3 
82.8 
82.3 
43.3 
54.7 
65.5 
69.5 
60.6 
71.9 
70.1 
79.4 
66.7 
77.8 
64.2 
69.3 
59.2 


Per  Cent 
City  and 
Town 
Taxes 
Are  of 
Total 
Taxes 
Levied 


25.7 
10.5 

2.3 
10.3 

1.9 
12.3 
14.5 
11.2 

3.0 

8.7 
27.0 
15.1 
25.7 
15.5 


21.0 

2 

24.9 

8.2 
19.2 
18.4 

1.5 
18.3 
18.9 
21.6 
12.7 


2.8 
25.5 

7.0 

7.0 
40.6 
28.1 
32.6 
17.2 
26.3 
.9 

2.9 
13.7 

9.1 
29.1 
13.8 
16.5 
27.4 
23.2 
14.4 

7.9 


17.7 
11.9 
16.9 
4.9 
21.2 


Per  Cent 

Total  Taxes 

(Oountywide, 

District  and 

Township, 

City  and 

Town)  are 

of  Assessed 

Valuation 


2.50 
1.70 
1.21 
1.95 
1.97 
2.02 
2.48 
2  29 
1.84 

1  85 

2  00 
1.68 
1.67 
1.75 
2.05 
2.96 
2.16 
1.84 
1.52 
3.29 
1.92 
3.12 
1.79 
2.13 
2.31 
2.72 
1.83 
1.62 
2.20 
1.84 
2.18 
2.32 
2.86 
1.31 
2.85 
1.62 
1.45 
2.06 
2.07 
1.96 
2.22 
2.34 
2.21 
2.35 
2.61 
2.37 
1.49 
2.24 
2.03 
2.31 
2.09 
1.76 
1.98 


320 


Report  of  Educational  Commission 


table  II 


County 


Valuations 
1926 


Taxes 


Six 
Months 
School 
Term 


District 
Special 
School 


Total 

for 
School 


County- 
Wide 
Other 
Than 
School 


Lenoir 

Lincoln 

Macon 

Madison 

Martin 

McDowell 

Mecklenburg 

Mitchell 

Montgomery 

Moore 

Nash 

New  Hanover... 
Northampton... 

Onslow 

Orange 

Pamlico 

Pasquotank 

Pender 

Perquimans 

Person 

Pitt 

Polk 

Randolph _. 

Richmond 

Robeson 

Rockingham 

Rowan 

Rutherford. 

Sampson 

Scotland 

Stanly 

Stokes 

Surry 

Swain 

Transylvani  a. . . 

Tyrrell 

Union 

Vance... 

Wake 

Warren 

Washington 

Watauga 

Wayne 

Wilkes 

Wilson 

Yadkin 

Yancey 

North  Carolina 


28,827,573 
15,311,051 

6,308,733 

10,198,704 

16,029,910 

20,791,603 

168,598,107 

9,233,625 
15,250,903 
25,706,496 
32,631,141 
57,758,863 
14,739,413 
10,976,775 
17,447,612 

5,465,972 
18,938,566 
10,486,330 

7,899,391 
14,687,970 
50,907,072 

7,282,942 
20,566,515 
31,279,515 
44,671,774 
42,191,882 
56,891,944 
34,240,555 
23,003,407 
16,824,865 
30,362,246 
12,630,807 
28,431,661 
12,532,024 

8,635,972 

3,892,039 
24,705,011 
21,617,604 
95,294,055 
14,203,545 

8,677,437 

8,696,581 
49,120,813 
15,524,928 
46,555,613 

9,401,048 

8,021,460 


$  2,798,293,601 


213,324 

107,177 

45,423 

93,828 

141,063 

135,145 

746,047 

66,482 

76,255 

136,244 

244,734 

283,018 

132,655 

85,619 

136,091 

54,660 

113,631 

131,079 

60,825 

80,784 

254,535 

72,829 

92,549 

172,037 

335,038 

289,014 

341,352 

205,443 

184,027 

90,854 

163,956 

102,310 

179,119 

68,926 

86,360 

29,968 

197,640 

179,426 

590,823 

92,323 

69,420 

60,876 

314,373 

110,227 

372,445 

59,227 

46,524 


76,426 

37,040 

19,773 

30,322 

32,475 

67,269 

490,950 

11,646 

57,296 

115,423 

123,946 

211,875 

62,546 

22,754 

54,193 

12,995 

97,969 

49, 740 

10,879 

34,317 

133,081 

21,950 

51,333 

117,089 

185,061 

132,647 

222,881 

139,381 

51,726 

83,932 

35,188 

13,433 

65,684 

21,305 

32,599 

4,783 

88,162 

43,235 

450,954 

41,291 

32,669 

3,543 

233,382 

32,929 

93,111 

12,502 

8,079 


289,750 
144,217 

65,196 

124,150 

173,538 

202,414 

1,236,997 

78, 128 
133,551 
251,667 
368,680 
494,893 
195,201 
108,373 
190,284 

67,655 
211,600 
180,819 

71,704 
115,101 
387,616 

94,779 
143,882 
289,126 
520,099 
421,661 
564,233 
344,824 
235,753 
174,786 
199, 144 
115,743 
244,803 

90,231 
118,959 

34,751 
285,802 
222,661 
1,041,777 
133,614 
102,089 

64,419 
547,755 
143,156 
465,556 

71,729 

54,603 


273,862 

122,489 

44,792 

120,345 

32,060 

153,858 

906,214 

63,711 

149,459 

141,386 

195,787 

320,561 

98,253 

73,545 

97,707 

59,579 

143,933 

78,647 

97,162 

102,816 

305,442 

18,207 

113,116 

250,236 

201,023 

423,058 

267,391 

167,779 

142,621 

136,280 

200,391 

108,625 

164,904 

112,789 

73,406 

26,855 

209,994 

101,603 

181,059 

35,509 

73,758 

66,963 

221,044 

138,172 

270,023 

62,987 

73,798 


$   17,321,621 


9,370,433 


S   26,692,054 


S  16,125,345 


Part  IV 


*   321 


-Continued 


Assessed  For: 


Township 
or  Dist- 
rict Other 
Than 
School 


27,513 
12,995 
37,013 
40,284 


51,196 


137,244 


857 


10,400 


21,628 

36,796 

1,215 


,411 


20,082 
10,255 
38,008 
13,194 


5,151 
307,914 
58,052 


1,939 
1,431 


$  1,673,944 


City 

and 

Town 

(School 

Excluded) 


140,135 

56,011 

27,318 

9,274 

56,587 

33,103 

1,076,509 

12,311 

50,282 

93,285 

58,361 

517,496 

9,898 

9,945 

39,486 

6,360 

68,858 

7,617 

17,065 

53,590 

192,272 

33,136 

65,451 

135,650 

132,676 

175,636 

262,690 

134,522 

45,324 

49,894 

91,531 

13,189 

90,527 

28,204 

51,616 


111,148 
78,302 

664,258 
18,655 
26,900 
19,354 

275,020 
53,543 

133,615 
4,064 
15,270 

$  12,179,842 


Total 

for 
Other 
Than 
School 


413,997 
178,500 

99,623 
142,614 
125,660 
227,245 
1,982,723 
127,218 
199,741 
234,671 
391,392 
838,057 
108,151 

83,490 
138,050 

65,939 
212,791 

96,664 
114,227 
156,406 
519,342 

88, 139 
179,782 
385,886 
414,110 
598,694 
550, 163 
312,556 
225,953 
199,368 
291,922 
121,814 
259,213 
140,993 
125,022 

26,855 
321,142 
185,056 
1,153,231 
112,216 
100,658 

88,256 
496,064 
193,146 
413,632 

67,051 


$  29,979,131 


Total 
for 
All 
Pur- 
poses 


703, 747 
322,717 
164,819 
266,764 
299,198 
429,659 

3,219,720 
205,346 
333,292 
486,338 
760,072 

1,332,950 
303,352 
191,863 
328,334 
133,594 
424,391 
277,483 
185,931 
271,507 
906,958 
182,918 
323,664 
675,012 
934,209 

1,020,355 

1,114,396 
657,380 
461,706 
374, 154 
491,066 
237,557 
504,016 
231,224 
243,981 
61,606 
606,944 
407,717 

2,195,008 
245,830 
202,747 
152,675 

1,043,819 
336,302 
879, 188 
138,780 
143,671 

$  56,671,185 


Per  Cent 
Total 
School 
Taxes 
Are  of 
Total 


Levied 


41.2 
44.7 
39.6 
46.5 
58.0 
47.1 
38.4 
38.0 
40.1 
51.8 
48.5 
37.1 
64.4 
56.5 
58.1 
50.6 
49.9 
65.2 
38.6 
42.4 
42.7 
51.8 
44.5 
42.8 
55.7 
41.5 
55.4 
52.5 
51.1 
46.7 
40.6 
48.7 
48.6 
39.0 
48.8 
56.4 
47.2 
54.6 
47.5 
54.4 
50.4 
42.2 
52.5 
42.6 
53.0 
51.7 
38.0 

47.1 


Per  Cent 

Six 
Months 
School 
Taxes  Are 
of  Total 
School 
Taxes 


73.6 
74.3 
69.7 
75.6 
81.3 
66.8 
60.3 
85.1 
57.1 
54.1 
66.4 
57.2 
68.1 
79.0 
71.5 
80.8 
53.7 
72.5 
84.8 
70.2 
65.7 
76.8 
64.3 
59.5 
64.4 
68.5 
60.5 
59.6 
78.1 
52.0 
82.3 
88.4 
73.2 
76.4 
72.6 
86.2 
69.2 
80.6 
56.7 
69.1 
68.0 
94.5 
57.4 
77.0 
80.0 
82.6 
85.2 

64.9 


Per  Cent 
City  and 
Town 
Taxes 
Are  of 
Total 
Taxes 
Levied 


19.9 
17.4 
16.6 

3.5 
18.9 

7.7 
33.4 

6.0 
15.1 
19.2 

7.7 
38.8 

3.3 

5.2 
12.1 

4.8 
16.2 

2.8 

9.2 
19.7 
21.2 
18.1 
20.2 
20.1 
14.2 
17.2 
26.0 
20.5 

9.8 
13.3 
18.6 

5.6 
18.0 
12.2 
21.2 


18.3 
19.2 
30.3 

7.6 
13.3 
12.7 
26.4 
15.9 
15.2 

2.9 
10.6 

21.5 


Per  Cent 

Total  Taxes 

(Countywide, 

District  and 

Township, 

City  and 

Town)  are 

of  Assessed 

Valuation 


2.44 
2.11 
2.61 
2.62 
1.87 
2.07 
1.91 
2.22 
2.19 
1.89 
2.33 
2.31 
2.06 
1.75 
1.88 
2.44 
2.24 
2.65 
2.35 
1.85 
1.78 
2.51 
1.57 
2.16 
2.09 
2.42 
1.96 
1.92 
2.01 
2.22 
1.62 
1.88 
1.77 
1.85 
2.83 
1.58 
2.46 
1.89 
2.30 
1.73 
2.34 
1.76 
2.13 
2.17 
1.89 
1.48 
1.79 

2.03 


322 


Report  of  Educational  Commission 


TABLE  III— COUNTYWIDE  ASSESSED  VALUATIONS,  PROPERTY 


Assessed 

Valuations, 

1926 

For  Six  Months 

For  Purposes 

General  County 

P( 

County 

Rate 

Amount 

>or 

Rate 

Amount 

Rate 

Amount 

S  32,220,947 

8  ,000 ,096 

4,613,641 
22  ,352  ,339 
11,686,885 

5 ,591 ,774 
28  ,583  ,264 
15,220,915 
13 ,632 ,762 

8  ,956  ,226 
146 ,420 ,354 
26,202,341 
37 ,964  ,229 
21,414,407 

3  ,462  ,422 
13,104,431 

8,592,969 
39  ,228  ,192 
18  ,789  ,780 

8  ,524  ,402 
10,187,078 

2,240,518 
37,242,127 
20,166,643 
29,181,949 
30,913,793 

5,853,186 

2,614,283 
35  ,203  ,509 
12,368,231 
25  ,481 ,292 
83  ,828  ,568 
34  ,374  ,906 
178  ,709  ,494 
14 ,228  ,098 
91,582,199 

7 ,333  ,790 

4 ,448  ,646 
21,181,528 
13,514,683 
168 ,932  ,839 
39 ,961 ,708 
25 ,830 ,345 
20 ,405  ,808 
25 ,255  ,427 
11,219,405 
10,464,627 

5 ,746 ,041 
45 ,722 ,202 
11,017,446 
44,056,937 

7,061,552 
13,950,314  1 

74 

74.5 
47 
75 
62 
98 
74 
82 
92 
60 
55 
65 
55 
70 
100 
80 
81 
52 
50 
60 
50 
116 
65 
84 
60 
100 
97 
82 
65 
75 
90 
59.7 
84.5 
28 
90 
60 
72 
90 
93 
•     77 
40 
62 
82 
70 
65 
84 
55 
100 
60 
87 
75 
75 

$      238,435 

59,601 

21,684 

167,643 

72,459 

54,799 

211,516 

124,812 

125,421 

53,737 

805,312 

170,315 

208,803 

149,901 

34,624 

104,835 

69,603 

203,987 

93,949 

51,146 

50,935 

25,990 

242,074 

169,400 

175,092 

309, 138 

56,776 

21,437 

228,823 

92,762 

229,332 

500,457 

290,468 

500,374 

128,053 

549,493 

52,803 

40,038 

196,988 

104,063 

675,731 

247,763 

211,809 

142,840 

164,160 

94,243 

57,556 

57,460 

274,333 

95,852 

330,427 

52.962 

15 

13 

23 

15 

30 

15 

15 

15 

15 

15 

10 

12 

15 

15 

15 

10 

15 

12.5 

15 

55 

15 

40 

08 

20 

10 

15 

15 

27 

15 

15 

15 

14 

15 

08.5 

15 

10 

18 

20 

15 

15 

10 

15 

15 

25 

15 

86 

18 

15 

10 

11 

15 

15 

15 

$  48,332 
10,400 
10,611 
33,528 
35,061 

8,388 
42,875 
22,831 
20,449 
13,434 
146,420 
31,443 
56,946 
32,122 

5,194 
13,104 
12,889 
49,035 
28,185 
46,884 
15,281 

8,962 
29, 794 
40,333 
29,182 
46,371 

8,780 

7,059 
52,805 
18,552 
38,222 
117,360 
51,562 
151,899 
21,342 
91,582 
13,201 

8,897 
31,772 
20,272 
168,933 
59,943 
38, 746 
51,015 
37,883 
*96,487 
18,836 

8,619 
45,722 
12,119 
66,085 
10,592 
20,925 

$ 

03 

6,706 

Ashe 

Brunswick 

01 

896 

Caldwell 

**05 
01 

**10,707 

346 

02 
04 

3,758 

3,410 

Clay 

Cumberland 

01 

3,091 

23 

6,013 

02 

5,098 

Forsyth 

Gates 

Hoke. 

01 
05 

1,046 

Hyde 

2,873 

04 

4,407 

Lee 

60                83,702 

| 

Part  IV 


323 


TAX  RATES  AND  TAXES  LEVIED  FOR  ALL  PURPOSES,  1926 

Other  Than  Schools 

Total 

Other 

Than 

Schools 

Roads  and  Bridges 

Bonds  and  Interest 

Miscellaneous 

Total 
Rate 
All 

Rate 

Amount 

Rate 

Amount 

Rate 

Amount 

Rate 

Amount 

Purposes 

20 
37.5 

$'        64,442 
30,000 

3,691 
44,705 
16,362 

5,592 

71,458 

■       60,884 

54,531 

8,956 
146,420 
52,405 
94,911 
59,960 

8,656 
144,149 
86,789 
78,456 
28,185 

4,262 
35,655 
23,525 
37,242 
20,167 
72,955 
77,284 

7,024 
784 
23,212 
39,578 
15,289 
129,934 

35 
03 
35 
19 
80 
47 
69 
33 

$        112,773 
2,400 
16,148 
42,469 
93,495 
26,281 
197,225 
50,229 

01 

$           3,222 

71 

53.5 

66 

57 
124 

72 
109 

88 

55 

87 

50 

50 

55 

48 

51 
120 
124 

53 

72 

70 

84 
174 

60 

64 

90 

91 

53 

53 

60 

65 

85 

45.3 

23.5 

27 

33 

40 

31 

90 

66 
108 

46 

88 

45 

70' 

90 

86 

59 

84 

75 

83 

62 

60 

55 

$      228,769 

42,800 

30,450 

127,408 

144,918 

40,261 

311,558 

133,944 

74,980 

77,919 

732,101 

131,012 

208,803 

102,789 

17,658 

157,253 

106,553 

207,909 

135,286 

59,671 

85,572 

38,985 

89,381 

129,067 

262,638 

281,315 

31,022 

13,856 

211,221 

80,393 

216,591 

379,743 

80, 781 

482,503 

46,953 

366,329 

22,735 

40,038 

139,798 

145,958 

777,091 

351,663 

116,237 

142,841 

227,299 

96,487 

61,741 

48,267 

342,917 

91,445 

110,142 

42,369 

76,727 

$    1.45 
1.28 

08 

1.13 

20 

1.32 

14 

1.86 

10 

1.70 

25 

1.83 

40 

1.70 

40 

1.47 

10 
10 

52 
30 
18 
15 

46,572 
439,261 
47, 164 
56,946 

09 

8,061 

1.47 
1.05 

20 

1.15 

25 

1.10 

28 

1.18 

25 

10 

3,462 

1.51 

110 

, 

2.00 

101 

08 

6,874 

2.05 

20 

20.5 
40 

80,418 
75,159 

1.05 

15 

1.22 

05 

06 

5,114 

1.30 

35 

34 
29 
06 
34 
55 
50 
21 

34,636 
6,497 

22,344 

68,567 
160,501 
154,569 

12,292 

1.34 

105 

2.90 

10 

.89 

10 

1.48 

25 

1.50 

25 

1.91 

12 
03 

05 

2,927 

1.50 
1.35 

35 

10 

18 

62 

15.8 

08.5 

07.5 

35,204 
22,263 
157,983 
132,450 
29,219 
134,029 

1.25 

32 

1.40 

06 

1.75 

15.5 

1.05 

1.08 

11 

196,575 
25,611 

114,478 
9,534 
13,346 
59,308 
27,029 

354,759 

171,835 
51,661 
20,406 
55,562 

.55 

18 

1.23 

12.5 

17.5 

160,269 

1.00 

13 

1.03 

30 

40 
23 
55 
15 
30 
10 
30 
52 

17,795 
48,718 
74,331 
253,399 
119,885 
25,830 
61,217 
131,328 

1.80 

28 

1.59 

20 
21 

18 

24,326 

1.85 
.86 

43 

1.50 

20 

1.27 

10 

22 

05 
01 

10,203 
2,526 

1.40 
1.55 
1.70 

20 

20,929 

20 
64 
45 
05 
10 
20 
20 

20,930 
36,775 
205,750 
5,509 
44,057 
14,123 
27,901 

1.14 

1.84 

20 

91,445 
69,410 

1.35 

63 

1.70 

1.37 

25                    17,654 

1.35 

20                    27,901 

1.15 

324 


Report  of  Educational  Commission 


table  III— 


Assessed 

Valuations, 

1926 

For  Six  Months 

For  Purposes 

General  County 

Pc 

County- 

Rate 

Amount 

or 

Rate 

Amount 

Rate 

Amount 

S  28 ,827 ,573 
15,311,051 

6 ,308  ,733 
10,198,704 
16,029,910 
20 ,791 ,603 
168,598,107 

9  ,233  ,625 
15 ,250 ,903 
25  ,706 ,496 
32,631,141 
57 ,758 ,863 
14,739,413 
10 ,976 ,775 
17,447,612 

5  ,465 ,972 
18 ,938  ,566 
10 ,486  ,330 

7,899,391 
14 ,687 ,970 
50,907,072 

7 ,282  ,942 
20,566,515 
31,279,515 
44,671,774 
42,191,882 
56 ,891 ,944 
34  ,240 ,555 
23  ,003  ,407 
16,824,865 
30 ,362 ,246 
12,630,807 
28 ,431 ,661 
12  ,532  ,024 

8  ,635 ,972 

3  ,892  ,039 
24,705,011 
21,617,604 
95 ,294  ,055 
14 ,203  ,545 

8  ,677 ,437 

8,696,581 
49,120,813 
15 ,524 ,928 
46,555,613 

9 ,401 ,048 

8  ,021 ,460 

74 

70 

72 

92 

88 

65 

44.25 

72 

50 

53 

75 

49 

90 

78 

78 
100 

60 
125 

77 

55 

50 
100 

45 

55 

75 

68.5 

60 

60 

80 

54 

54 

81 

63 

55 
100 

77 

80 

83 

62 

65 

80 

70 

64 

71 

80 

63 

58 

$      213,324 

107,177 

45,423 

93,828 

141,063 

135,145 

746,047 

66,482 

76,255 

136,244 

244,734 

283,018 

132,655 

85,619 

136,091 

54,660 

113,631 

131,079 

60,825 

80,784 

254,535 

72,829 

92,549 

172,037 

335,038 

289,014 

341,352 

205,443 

184,027 

90,854 

163,956 

102,310 

179,119 

68,926 

86,360 

29,968 

197,640 

179,426 

590,823 

92,323 

69,420 

60,876 

314,373 

110,227 

372,445 

59,227 

46,524 

20 

15 

15 

15 

15 

15 

14 

25 

15 

15 

10 

09& 

20 

17 

10 

20 

15 

15 

15 

15 

13 

25 

12 

15 

10 

17.1 

15 

10 

15 

15 

21 

15 

12 

15 

15 

15 

15 

12 

15 

15 

15 

15 

15 

11 

13 

12 

18 

%  57,655 
22,967 
9,463 
15,298 
24,045 
31,187 

236,037 
23,084 
22,876 
38,560 
32,631 
52,464 
29,479 
18,661 
17,448 
10,932 
28,407 
15,729 
11,849 
22,032 
66,179 
18,207 
24,680 
46,919 
44,672 
72, 148 
85,338 
34,241 
34,505 
25,237 
63,761 
18,946 
34,118 
18,798 
12,954 
5,838 
37,058 
25,941 

142,941 
21,305 
13,016 
13,045 
73,681 
17,077 
60,522 
11,281 
14,439 

8 

03 

1,893 

03 

6,237 

Mitchell 

M  ontgomery 

08 

12,201 

Nash 

New  Hanover 

03M 

18,290 

03 

3,146 

Pitt 

Polk 

Richmond 

02 
03 

6,256 
13,402 

01 

5,689 

10 

23,003 

05 
03 
03 
07 

6,266 

Transylvania 

Tyrrell 

2,591 

1,168 

17,294 

Wake    . 

Wilkes 

03 

4,657 

12,798,293,601 

$17,321,621 

$  3,864,915 

$        170,442 

•Includes  all  purposes  other  than  school. 
"For  poor  and  permanent  improvements. 
tRoad  bonds  and  maintenance. 


Part  IV 


325 


Continued 


Other  Than  Schools 

Total 
Other 

Roads  and  Bridges 

Bonds  and  Interest ' 

Miscellaneous 

Than 
Schools 

Total 
Rate 
All 

Rate 

Amount 

Rate 

Amount 

Rate 

Amount 

Rate 

Amount 

Purposes 

22 

$          63,421 
68,899 
4,416 
20,397 
8,015 
24,950 

370,916 
18,467 

114,382 
64,266 
81,578 
98, 190 
68,774 
54,884 
57,577 
16,398 
28,407 
23,070 
23,698 
66,096 
86,542 

53 
15 

46 
80 

S        152,786 
22,967 
29,020 
81,590 

$ 

95 

80 

71 
118 

20 

74 

53.75 

69 

98 

55 

60 

55.5 

66^ 

67 

56 
109 

76 

75 
123 

70 

60 

25 

55 

80 

45 
100 .27 

47 

49 

62 

81 

66 

86 

58 

90 

85 

69 

85 

47 

19 

25 

85 

77 

45 

89 

58 

67 

92 

$      273,862 

122,489 

44,792 

120,345 

32,060 

153,858 

906,214 

63,711 

149,459 

141,386 

195,787 

320,561 

98,253 

73,545 

97,707 

59,579 

143,933 

78,647 

97, 162 

102,816 

305,442 

18,207 

113,116 

250,236 

201,023 

423,058 

267,391 

167,779 

142,621 

136,280 

200,391 

108,625 

164,904 

112,789 

73,406 

26,855 

209,994 

101,603 

181,059 

35,509 

73,758 

66,963 

221,044 

138,172 

270,023 

62,987 

73,798 

$  1.69 

45 
07 

05 

7,656 

1.50 
1.43 

20 
05 

03 

3,060 

2.10 
1.08 

12 

44 

13.5 

24 

91,483 
227,607 
22,160 

1.39 

22 
20 

04.25 

71,654 

.98 
1.41 

75 

1.48 

25 

15 
25 
19M 

38,560 
81,578 
111,186 

1.08 

25 

1.35 

17 

46Ji 

07 

40,431 

1.045 
1.56H 

50 

1.45 

33 

13 
59 
46 
35 
78 
10 
30 

22,682 
32,249 
87,118 
36,702 
61,615 
14,688 
152,721 

1.34 

30 

2.09 

15 

1.36 

22 

2.00 

30 

2.00 

45 

1.25 

17 

1.10 

1.25 

25 

51,416 
115,734 
80,409 
117,715 
96,716 
58,209 
23,003 
104,314 
42,507 
41,682 
59,707 
12,532 
19,863 
7,784 
74,115 
64,853 

18 
25 
10 

53.95 
12 
22 
27 
04 
31 
38 
25 
52 
44 
31 
33 
05 
04 
10 
50 
42 
12 
t67 
26 
35 

37,020 
78, 199 
44,672 

227,625 
68,270 
75,329 
62,110 
6,729 
94,123 
47,997 
71,079 
65,167 
37,999 
12,065 
81,527 
10,809 
38,118 
14,204 
43,387 
36,525 
58,945 
tl04,017 

121,045 
32,904 

1.00 

37 

18 

27.9 

17 

17 

01 
04 

01.32 
02 

3,128 
17,869 

5,569 
11,378 

1.35 

1.20 

1.688 

1.07 

1.09 

10 

1.42 

62 

1.35 

14 

1.20 

33 

1.67 

21 

1.21 

10 
23 

08 

10,026 

1.45 
1.85 

20 

1.46 

30 

1.65 

30 

1.30 

.81 

.90 

20 

17,355 
17,393 
88,417 
10,867 
88,457 
18,802 
59,359 

1.65 

20 

1.47 

18 

1.09 

07 
19 

01 

1,552 

1.60 
1.38 

20 

1.30 

74 

1.50 

$5,609,458 

$6,244,950 

$        235,576 

$16,125,345 

326 


Report  of  Educational  Commission 


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371 


TABLE  V— DISTRICT  AND  TOWNSHIP  ASSESSED  VALUATIONS,  PROPERTY  TAX  RATES 
AND   TAXES   LEVIED  FOR  PURPOSES  OTHER  THAN  SCHOOLS,  1926*— BY  COUNTIES 

ANSON  COUNTY 


Name 


Valuation 


Purpose  of  Tax 


Rate     Amount 


Lilesville... 

Morven 

Gulledge... 
Ansonville. 


Total  for  county. 


$  5,947,244 
2,351,692 
1,605,510 
1,776,030 


Rural  police. 
Rural  police. 
Rural  police. 
Rural  police. 


811,680,476 


15 
15 
10 


$  2,081.54 
3,527.54 
2,408.27 
1,776.03 


9,793.38 


BEAUFORT  COUNTY 


$11,447,147 

4 

$    4,578.86 

$11,447,147 

$    4,578.86 

BUNCOMBE  COUNTY 


$      362,980 

4,112,764 

219,295 

4,985,083 

298,775 

30 
10 
40 
11 
50 

$    1,088.94 

4,112.76 

877.18 

5,483.59 

1,493.88 

$  9,978,897 

$  13,056.35 

CAMDEN  COUNTY 


$  2,396,149 
1,066,273 

35 
27 

$    8,386.52 

South  Mills 

2,878.94 

$  3,462,422 

$  11.265.46 

CHEROKEE  COUNTY 


$  3,581,525 
8,524,402 

15 
47 
40 

$    5,372.29 

40,064.69 

34,097.61 

$12,105,927 

$  79,534.59 

CLEVELAND  COUNTY 


$13,366,800 

Hospital 

7 

$    9,356.76 
111,142.83 

1,720,228 

14 

2,408.32 

$15,087,028 

$122,907.91 

*As  reported  by  Registers  of  Deeds  and  County  Auditors. 


372 


Report  of  Educational  Commission 


TABLE  V— Continued 
CUMBERLAND  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  1,483,282 
13,555,824 
2,546,300 

22 
3 
30 

$    3,263.22 

4,066.75 

Flea  Hill... 

7,638.90 

$17,585,406 

$  14,968.87 

CURRITUCK  COUNTY 


Fruitville 

Total  for  county 

>.  R.. 
Tots 

sville 
lia... 

v 

Tots 

hips: 
lips  7 
hip  6. 
TotE 

Cedar  Rock 

Cypress  Creek 

Dunn 

Franklinton 

Gold  Mine 

Hayes  ville 

Harris 

Louisburg 

Sandy  Creek 

Youngs  ville.. 

Total  for  county 


$      875,471 


$      875,471 


Road  bonds. 


1,750.94 


1,750.94 


DARE  COUNTY 


S.  S.  D.  R 

$      383,370 

S.  S.  D.  R.  tax 

30 

8    1,150.11 

$      383,370 

$    1,150.11 

DUPLIN  COUNTY 


$  1,970,193 
1,496,460 
3,134,574 
3,147,412 

5 

20 
10 
20 

$        985.10 

2,992.92 

3,134.57 

6,294.28 

$  9,748,639 

$  13,407.41 

EDGECOMBE  COUNTY 


$17,860,159 

18 
40 
10 
30 
50 

S  32,148.28 

71,440.63 

Townships  7-12-13-14 

14,539,774 

14,539.77 

43,619.32 

1,975,922 

9,879.61 

$34,375,855 

$171,627.61 

FRANKLIN  COUNTY 


$  1,109,091 

641,614 

1,197,402 

3,470,847 

540,915 

812,427 

1,111,691 

3,035,321 

831,723 

1,477,067 


$14,228,098 


46 

$    5,101.82 

83 

5,325.40 

70 

8,381.81 

30 

10,412.54 

178 

9,628.29 

108 

8,774.21 

104 

11,561.59 

50 

15,176.61 

104 

8,649.92 

38 

5,612.85 

$  88,625.04 


Part  IV 


373 


TABLE  V— Continued 
GRAHAM  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  1,562,544 

6 

$        937.53 

$  1,562,544 

$        937.53 

HARNETT  COUNTY 


$  870,289 
7,236,292 

960,528 
1,625,381 

812,777 
4,661,501 
1,889,679 
1,103,669 
1.633,068 
1,284,434 
1,351,795 
1,847,388 

20 
8 
15 
10 
25 
13 
35 
35 
15 
10 
23 
8 

S    1,740.58 

5,789.03 

Roads 

1.440.79 

1,625.38 

2,031.94 

Duke 

6,059.95 

Roads 

Roads 

6,613.88 

3,862.84 

2,449.60 

Neill's  Creek _ 

1,284.43 

Stewart's  Creek 

Upper  Little  River 

Roads 

Roads 

3,109.13 

1.477.91 

$25,276,801 

$  37,485.46 

HENDERSON  COUNTY 


$      376,373 

594,199 

680,611 

16,465,126 

1,426,136 

1,649,510 

4 
15 
13 
2 
8 
7 

%        150.55 

891 .30 

884.79 

3,293.03 

1,140.91 

1,154.66 

$21,191,955 

$    7,515.24 

HYDE  COUNTY 


$  5.448,212 

Roads 

15 

I    8,172.32 

$  5,448,212 

$    8,172.32 

IREDELL  COUNTY 


$      744,428 

635,593 

17,687,805 

1,078,850 

675,364 

10 
IS 

2 
20 

9 

$        744 .43 

Eagle  Mills 

Railroad 

Railroad 

1,144.07 

States  ville 

3,537.56 

2,157.70 

Union  Grove 

Railroad 

607.83 

$20,822,040 

$    8,191.59 

374 


Report  of  Educational  Commission 


TABLE  V— Continued 
JACKSON  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$      114,114 

680,211 

967,750 

2,773,472 

7 

30 
16 
22 

S          79.88 

2,040  63 

1,548.40 

6,101.64 

$  4,535,547 

$    9,770.55 

JOHNSTON  COUNTY 


$  3,619,110 
860,700 
2,515,240 
3,334,272 
6,147,950 
1,082,617 
1,754,320 
2,322,747 
1,410,892 
1,230,096 
2,278,546 
2,066,596 
1,020,360 
4,317,452 
6,834,620 
1,829,780 
1,471,244 

30 
50 
50 
40 
20 
35 
40 
40 
25 
50 
43 
30 
80 
25 
20 
35 
25 

$  10,857.33 

4,303.50 

12,576.20 

Boon  Hill 

13,337.09 

12,295.90 

3,789.16 

7,017.28 

9,290.99 

3,527.23 

6,150.48 

9,797.75 

6,199.79 

8,162.88 

10,793.63 

Smithfield                         

13,669.24 

6,404.23 

3,678.11 

$44,096,542 

$141,850.79 

MACON  COUNTY 

$  6,308,733t 

17* 
26.7* 

$  10,677.66 

16,834.93 

$  27,512.59 

MADISON  COUNTY 


$      486,000 

2,107,217 

258,810 

500,510 

169,102 

35 
40 
20 
30 
50 

$    1,701.00 

8,428.87 

517.62 

1,501.53 

845 .51 

$  3,521,639 

$  12,994.53 

MARTIN  COUNTY 


Bear  Grass 

Cross  Roads... 

Goose  Nest 

Griffins 

"Calculated 


$      847,847 

1,041,708 

2,281,305 

741,766 


Roads. 
Roads. 
Roads. 
Roads. 


2,119.62 
3,645.98 
5,703.26 
2,596.18 


fCountywide  Valuation 


Part  IV 


375 


TABLE  V— Continued 
MARTIN  COUNTY— Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  1,516,411 

1,832,472 

492,055 

851,959 

2,898,239 

40 
25 
30 
25 
30 

$    6,065.64 

4,581.18 

1,476.17 

2,129.90 

Roads 

8,694.72 

$12,503,762 

$  37,012.65 

Mcdowell  county 

$20,791,603 

$  22,113.00 

18,171.00 

$20,791,603 

$  40,284.00 

MITCHELL  COUNTY 


$  1,379,850 

858,505 

255,745 

123,629 

2,578,078 

400,653 

213,543 

1,203,238 

1,601,986 

52 
50 
90 
160 
50 
90 
90 
65 
65 

$    7,175.22 

4,292.53 

2,301.71 

1,978.06 

12,890.39 

3,605.88 

1,921.89 

Red  Hill 

6,617.81 

10,412.91 

$  8,615,227 

$  51,196.40 

NASH  COUNTY 


$  1,361,543 

863,722 

1,550,588 

1,234,510 

787,706 

1,297,125 

1,162,783 

2,812,702 

2,812,958 

1,723,889 

820,368 

17,880,387 

1,332,887 

65 
40 

8 
85 
70 
40 
65 
46 
40 
75 
38 
30 

8 

$    8,850.03 

Roads  and  bonds .. 

3,454.89 

1,240.47 

10,493.34 

Ferrells 

5,513.94 

Griffin 

5,188.50 

7,558.09 

Roads  and  bonds 

12,938.43 

11,251.83 

North  Whitakers 

Roads  and  bonds 

Roads  and  bonds.. 

12,929.17 

3,117.40 

53,641.16 

South  Whitaker 

Bonds 

1,066.31 

$35,641,168 

$137,243.56 

ORANGE  COUNTY 


$  2,856,148 

$        856.84 

$  2,856,148 

$        856.84 

376 


Report  of  Educational  Commission 


TABLE  V— Continued 
PENDER  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  2,286,917 

1,119,073 

670,336 

820,296 

433,383 

20 
20 
10 
25 
20 

$    4,573.83 

2,238.15 

670.34 

2,050.74 

866.47 

$  5,330,005 

$  10,399.83 

PITT  COUNTY 


Ayden,      Chicod,      Falkland, 
Farmville,     Greenville     and 

$36,047,183* 

6* 

$  21,628.31 

$  21,628.31 

POLK  COUNTY 


$     860,389 

826,457 

1,515,922 

1,033,334 

1,552,164 

878,506 

50 
55 
36 
70 
70 
50 

$    4,301.95 

4,545.51 

5,457.32 

7,233.34 

10,865.15 

White  Oak 

4,392.53 

$  6,666,772 

$  36,795.80 

RANDOLPH  COUNTY 


S  1,735,174 

7 

$    1.214.62 

$  1,735,174 

S    1,214.62 

ROBESON  COUNTY 


$44,671,774 

18 

$  80,410.99 

$44,671,774 

$  80,410.99 

ROWAN  COUNTY 


$25,102,558 

8 

$  20,082.05 

$25,102,558 

$  20,082.05 

'Calculated  from  list  of  townships  levying  tax  for  road  bonds. 


Part  IV 


377 


TABLE  V— Continued 
RUTHERFORD  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$       73,130 
18,673,951 
2,760,095 
7,641,734 

50 
4 
6 
1 

$        365.65 

7,46^.58 

Colfax 

1,656.06 

764.17 

$29,148,910 

S  10,255.46 

SAMPSON  COUNTY 


$  2,262,108 
1,853,476 
1,199,292 
1,400,573 

883,519 
1,007,080 
1,691,368 
.  381,252 
2,874,217 

950,523 
2,312,212 
1,042,322 
1,350,088 

883,896 

710,138 
1,208,857 

992,486 

10 
10 
20 
10 
20 
15 
15 
15 
15 
10 
30 
20 
15 
15 
15 
25 
20 

$    2,262.11 

1,853.48 

2,398.58 

1,400.57 

Halls. 

1,767.04 

1,510.62 

2,537.05 

571.88 

4,311.33 

950.52 

6,936.64 

2,084.64 

2,025.13 

1,325.84 

1,065.21 

3,022.14 

1.984..97 

$23,003,407 

$  38,007.75 

SCOTLAND  COUNTY 


$  2,455,725 
1,799,482 
9,290,448 
3,279,210 

14 
12 
5 
9 

$    3,438.02 

2,159.38 

4,645.22 

2,951.29 

$16,824,865 

$  13,193.91 

SURRY  COUNTY 


$  1,692,122 
4,465,471 
1,003,671 
1,380,459 
1,389,426 
999,558 
1,078,600 
1,288,337 

3 
2 
3 
3 
4 
4 
3 
3 

$        507.63 

Elkin 

893.09 

301.10 

414.13 

555.77 

399.82 

St.  Creek 

323.58 

Westfield 

386.50 

$13,297,644 

$    3,781.62 

378 


Report  of  Educational  Commission 


TABLE  V— Continued 
VANCE  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$        26,250 
910,228 

55 
55 

$           144.38 

5,006.25 

$      936,478 

S        5,150.63 

WAKE  COUNTY 


$92,076,307 

20 

10 

10 

25 

5 

40 

6 

5 

25 

S     184,152.61 

92,076.31 

480,807 
1,364,743 
1,889,406 
3,217,748 

408.80 

3,411.85 

944 .70 

12,870.99 

1,930.65 

1,248,824 
4,568,605 

624 .41 

11,421.51 

8104,846,440 

$    307,913.83 

WARREN  COUNTY 


814,203,545 

$      58,052.00 

$      58,052.00 

WATAUGA  COUNTY 


$  1,939,168 

10 

$        1,939.17 

$  1,939,168 

$        1,939.17 

WILKES  COUNTY 


North  Wilkesboro 

$  4,769,043 

3 

$        1,430.71 

$  4,769,043 

$        1,430.71 

WILSON  COUNTY 


824,985,088 

4 

$        9,994.04 

$24,985,088 

$        9.994.04 

North  Carolina 

$698,087,326 

$1,673,944.00 

Part  IV 


379 


TABLE  VI— CITY  AND  TOWN  ASSESSED  VALUATIONS,  PROPERTY  TAX  RATES,  AND 
TAXES  LEVIED  FOR  PURPOSES  OTHER  THAN  SCHOOLS,  1926f— BY  COUNTIES 

ALAMANCE  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$10,174,035 

44 
81 
80 
59 
96 
50 
80 

$  44,765.75 

82,409.68 

Elon  College 

295,500 
2,867,928 

2,364.00 

16,920.78 

27,532.11 

2,526,922 

12,634.61 

20,215.38 

§15,864,385 

$206,842.31 

ALEXANDER  COUNTY 


s 

820,964 

60 
25 
75 
15 

$    4,925.78 

2,052.41 

6,157.23 

1,231.45 

$ 

820,964 

$  14,366.87 

ALLEGHANY  COUNTY 


$      372,840 

35 

$    1,304.94 

$      372,840 

1 

$    1,304.94 

ANSON  COUNTY 


$      378,229 

640,400 

341,147 

3,461,005 

181,277 

50 
90 
45 
100 
50 

$    1,891.15 

5,763.60 

Polkton 

1,535.16 

34,610.05 

906.39 

$  5,002,058 

$  44,706.35 

ASHE  COUNTY 


$     203,157 

20 
30 
60 

$        406.31 

609.47 

552,000* 

3,312.00 

$      755,157 

$    4,327.78 

fAs  reported  by  Town  Clerks  and  Mayors. 
•Valuation  and  rate  of  1925. 


380 


Report  of  Educational  Commission 


TABLE  VI— Continued 
AVERY  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

%      206,308 

73 
35 
15 
20 

%    1,506.05 

722 .08 

101,170 

151.76 

202.34 

$      307,478 

%    2,582.23 

BEAUFORT  COUNTY 


$     309,000* 

100 

50 

15 

40 

156 

4 

60 

18.85 
69.6 
125 

$    3,090.00 

1,545.00 

Bath 

141,931 
1,293,388 

212.90 

5,173.55 

20,176.85 

517.36 

161,136 
7,800,566 

966.82 

14,704.07 

54,291.94 

175,680 

2, 196 .00 

$  9,881,701 

$102,874.49 

BERTIE  COUNTY 


$  1,355,646 
126,458 
412,735 
107,498 

100 
20 
20 
20 
10 
10 

235 
10 

%  13,556.46 

Kelford.... 

252 .92 

825 .47 

215.00 

107.50 

328,758 
1,003,130* 

248,872 

328.76 

23,573.56 

248 .87 

$  3,583,097 

%  39,108.54 

BLADEN  COUNTY 


$      782,826 
410,286* 
133,997 
502,914 

50 
30 
20 
28 
12 

%    3,914.13 

1,230.86 

267.99 

1,408.16 

603.50 

%  1,830,023 

$    7,424.64 

'Valuation  and  rate  of  1925. 


Part  IV 


381 


TABLE  VI— Continued 
BRUNSWICK  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$     991,665 

50 
10 
60 
25 

8    4,958.32 

991 .67 

5,949.99 

2,479.16 

$     991,665 

$  14,379.14 

BUNCOMBE  COUNTY 


$85,152,540 

48 
40 
65 
60 
5 
125 
150 

$408,732.19 

340,610.16 

1,338,274 

8,698.78 

8,029.64 

669.14 

1,107,228 
800,049 

13,840.35 

12,000.74 

$88,398,091 

$792,581.00 

BURKE  COUNTY 


Connelly  Springs 

Drexel 

Glen  Alpine 

Hildebran 

Morganton 

Rutherford  College 

Valdese 

Total  for  county. 


950,000 
099,097 
289,265 
164,469 
070,343 


200,000" 
1,528,890 

$11,302,064 


Streets  and  lights... 

General 

General 

General 

General 

Bonds  and  interest. 

General 

General 


20 

$    1,900.00 

30 

3,297.29 

20 

578.53 

15 

246.70 

30 

21,211.03 

50 

35,351.72 

30 

600 .00 

20 

3,057.78 

$  66,243.05 


CABARRUS  COUNTY 


$13,000,000 

50 
36 
36 

1 

1 
13 

33^ 
33J^ 

$  65,000.00 

46,800  00 

46,800.00 

1,300.00 

1,300.00 

410,864 

534.12 

1,376.39 

1,376.39 

$13,410,864 

$164,486.90 

CALDWELL  COUNTY 


Granite  Falls 

$  2,280,622 

588,855 

5,720,566 

50 
10 
30 
50 
1 

$  11,403.11 

588.86 

17,161.70 

28,602.83 

2,641,780 

264.18 

$11,231,823 

$  58,020.68 

'Valuation  and  rate  of  1925. 


382 


Report  of  Educational  Commission 


TABLE  VI— Continued 
CARTERET  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  2,207,643 

50 
115 

25 
100 

35 

43 

%  11,038.22 

25,387.89 

5,519.11 

Morehead  City 

2,833,674 

28,336.74 

9,917.86 

New  Port 

288,563 

1,240.82 

$  5,329,880 

$  81,440.64 

CAS\ 

VELL  COUNTY 

Milton 

%      138,705 

30 

s 

416.12 

$      138,705 

s 

416.12 

CATAWBA  COUNTY 


Catawba 

$      342,845 
415,222 

60 

10 

40 

120 

HH 

76 

2 
10 
120 
43 
27 
35 
25 
75 

$    2,057.07 

Claremont 

415.22 

1,660.89 

938,523 
10,511,199 

11,262.28 

15,504.02 

79,885.11 

2,890.58 

2,102.24 

1,485,000 

1,485.00 

17,820.00 

Newton 

3,737,045 

16,069.29 

10,090.02 

Longview 

1,013,766 
1,528,000 

3,548.18 

West  Hickory 

3,820.00 

11,460.00 

819,971,600 

$180,069.90 

CHATHAM  COUNTY 


Moncure. 

$      186,666 
600,000 

30 
55 

20 
45 
73 
20 

$        560.00 

Pittsboro 

3,300.00 

1,200.00 

Siler  City 

1,503,355 

6,765.10 

10,974.49 

Goldston 

320,000 

640.00 

$  2,610,021 

1  23,439.59 

CHEROKEE  COUNTY 


$  1,263,653 

217,730 

1,439,693 

250 
35 
150 

$  31,591.33 

Marble 

762.06 

Murphy 

21,595.40 

$  2,921,076 

t  53,948.79 

Part  IV 


383 


TABLE  VI— Continued 
CHOWAN  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$4,326,978 

43J/2 
7 
32^ 

$  18,822.35 

3,028.88 

14,062.68 

$  4,326,978 

$  35,913.91 

CLAY  COUNTY 


Hayes  ville 

Total  for  county. 


S      134,338 


$      134,338 


General. 
Special.. 


268.68 
806.03 


$    1,074.71 


CLEVELAND  COUNTY 


$      500,000 
5,391,194 

20 
25 
75 
50 
10 
40 
20 
45 
*20 
15 
25 

$    1,000.00 

13,477.99 

40,433.96 

352,297 
215,481 

1,761.49 

215.48 

Light  bonds 

861 .92 

430.96 

Shelby 

9,763,760 

43,936.92 

19,527.50 

243.00 

Waco 

162,002 

405.01 

$16,384,734 

$122,294.23 

COLUMBUS  COUNTY 


$      160,259 

10 

13H 
10 
43 
55 
40 
20 
40 
56 
54 
90 
42 
36 
35 
107 

$        160.26 

213.63 

160.26 

Chadbourn 

1,820,517 

7,828.22 

10,012.84 

Cerro  Gordo 

1,713,660 
216,862 
275,626 
720,643 

6,854.64 

Delco 

433.72 

Fair  Bluffs 

1,102.50 

Tabor 

4,035.60 

3,891.47 

6,485.79 

Whiteville 

1,803,819 

7,576.04 

6,493.75 

Crowell  judgment 

Bond  interest  and  sinking  fund 

6,313.37 

19,300.86 

$  6,711,386 

$  80,862.95 

*Thirty-four  cents  on  old  limits  estimated  as  20  cents  on  new  limits. 


384 


Report  of  Educational  Commission 


TABLE  VI— Continued 
CRAVEN  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$     334,698 

50 
50 
37 
35 
57 
6 
15 
35 

$    1,673.49 

1,673.49 

425,000 
14,051,943 

1,572.50 

49,181.80 

80,096.08 

8,431.17 

523,734 

785.60 

1,833.07 

815,335,375 

$145,247.20 

CUMBERLAND  COUNTY 


$13,275,874 
125,000* 
60,000 
147,150 

80 
25 
25 
25 

$106,206.99 

312.50 

150.00 

Wade 

367.88 

$13,608,024 

$107,037.37 

DARE  COUNTY 


$      266,771 

35 
10 

$        933.70 

266.77 

$      266,771 

$    1,200.47 

DAVIDSON  COUNTY 


$      361,450 
9,265,154 
5,322,395 

50 

125 

135 

9 

6 

$    1,807.25 

Lexington 

115,814.43 

71,852.33 

4.790.16 

3,193.44 

$14,948,999 

$197,457.61 

DAVIE  COUNTY 


$  1,752,457 

20 
70 

$    3,504.91 

12,267.20 

$  1,752,457 

$  15,772.11 

DUPLIN  COUNTY 


Pakt  IV 


385 


TABLE  VI— Continued 
DUPLIN  COUNTY— Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$      299,588 

544,925 

100,000 

142,807* 

1,120,000 

20 

33K 

30 

12H 

50 
60 
33 
49 
63 

$        599.18 

1,816.24 

Rose  Hill. 

300 .00 

178 .51 

5,600.00 

6,720.00 

1,269,802 

4,190.35 

6,222.03 

7,999.75 

$  4,650,533 

$  38,909.02 

DURHAM  COUNTY 


$71,721,785 

60 
50 

$430,330.71 

$358,608.93 

$71,721,785 

$788,939.64 

EDGECOMBE  COUNTY 


$      179,319 
662,058 

45 
67 
68 
88 
28 
97 
100 
25 
25 
25 

$        806.94 

4,435.79 

4,501.99 

21,050,012 
5,632,639 

185,240.11 

15,771.39 

54,636.60 

765,107 

7,651.07 

1,912.77 

115,168 

287.92 

287 .92 

$28,404,303 

$275,532.50 

FORSYTH  COUNTY 


$  1,553,613 

20 
50 
18 

6 

6 
58.40 

$    3,107.23 

7,768.07 

2,796.50 

932.17 

932.17 

127,656,859 

745,716.06 

129 ,210 ,472 

$761,252.20 

•Valuation  and  rate  of  1925. 
25 


386 


Report  of  Educational  Commission 


TABLE  VI— Continued 
FRANKLIN  COUNTY 


Name 


Valuation 


Purpose  of  Tax 


Rate 


Amount 


Franklinton. 
Louisburg... 


Youngs  ville. 


Total  for  county. 


$  1,412.762 
1,528,655 


336,192 


General 

Water,  sewer  and  paving. 

General , 

Light  sinking  fund 

Water  sinking  fund 

Street  improvement 

Funding 

Water  improvement 

Public  improvement 

General 

Bonds  and  interest... 

Electric  lights 


3,277,609 


65 
120 
90 
35 
21 
57 
28 
18 
21 
30 
30 
15 


9,182.95 
16,953.14 
13,757.90 
5,350.29 
3,210.18 
8,713.33 
4,280.23 
2,751.58 
3,210.18 
1,008.58 
1,008.58 
504.29 


S  69,931.23 


GASTON  COUNTY 


3  7,000,000 
2,715,333 
2,764,195 

65 
110 

40 
70 
50 
15 

6.6 
68.4 

8 

2 

33M 
38 
62 
30 

S  45,500.00 

29,868.67 

11,056.78 

19,349.37 

1,415,973 
26,040,816 

7,079.87 

39,061.22 

17,186.94 

178,119.18 

2,147,500 

1,718.00 

429 .50 

182,046 
3,604,072 

606.76 

Mt.  Holly 

13,695.47 

22,345.25 

807,431 

2,422.29 

846,677,366 

8388,439.30 

GATES  COUNTY 


Gatesville  (1925) 

$      338,595* 

20 

$       677.19 

253 .95 

$      338,595 

$        931.14 

GRAHAM  COUNTY 

$      237,656 

110 

%    2,614.22 

%      237,656 

S    2,614.22 

GRANVILLE  COUNTY 


Creedmoor. 
Oxford 


%      355,085 
4,410,328 


General. 
General. 


60 


$    2,130.51 
30,431.26 


•Valuation,  1925. 


Part  IV 


387 


TABLE  VI— Continued 
GRANVILLE  COUNTY— Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

46 
13 
20 
15 

$  20,287.51 

5,733.43 

S      347,275 
334,924 

694.55 

Stovall 

502 .39 

$  5,447,612 

$  59,779.65 

GREENE  COUNTY 


$      383,794 
1,115,000 

150 
50 

125 
75 
50 

1    5,756.91 

Snow  Hill 

5,575.00 

13,937.50 

148,681 

1,115.11 

743.41 

$  1,647,475 

S  27,127.93 

GUILFORD  COUNTY 


$  2,234,355 
89,361,701 

75 
35 
20 

17 
45 
70 

$  16,757.66 

312,765.95 

178,723.40 

Additional   levy  in  Old  City  of 
Greensboro  (four  square  miles 

60 ,238 ,145 
32,315,866* 

102,404.85 

High  Point 

145,421.40 

226,211.06 

$123,911,922 

982  ,284.32 

HALIFAX  COUNTY 


Enfield . 

$  2,011,633 

401,653 

322,741 

1,200,000 

1,462,625 

2,030,060 

150 

50 

66% 
160 

90 

40 
135 

40 

90 

10 

$  30,174.50 

2,008.27 

2,151.39 

19,200.00 

13,163.63 

8,120.24 

27,405.81 

1,911,010 

7,644.04 

17,199.09 

1,911.01 

$  9,339,722 

$128,977.98 

HARNETT  COUNTY 


Angier 

$      397,536 
247,600 
260,484 

60 
50 
50 

$    2,385.22 

Buies  Creek _ 

1,238.00 

Coats . 

General 

1,302.42 

*1925  Report  to  Commissioner  of  Revenue. 


388 


Report  of  Educational  Commission 


TABLE  VI— Continued 
HARNETT  COUNTY— Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  4,375,000 
836,400 

175 
75 
75 

$  76,562.50 

6,273.00 

6,273.00 

$  6,117,020 

$  94,034.14 

HAYWOOD  COUNTY 


Clyde 

Canton 

Hazlewood. 
Waynesville 


Total  for  county. 


$      494,170 


4,782,529 

950,000 

2,729,075 


$  8,955,774 


General 

Sinking  fund 

General 

General 

General 

Street 

Sinking  fund 

Fire  department. 


130 
20 

140 

100 
55 

100 
10 
10 


6,424.21 

988.34 

66,955.41 

9,500.00 
15,009.91 
27,290.75 

2,729.08 

2,729.08 


$131,626.78 


HENDERSON  COUNTY 


$  9,541,084 

54 
14 
52 
21 
11 
5 
3 

8  51,521.85 

13,357.52 

49,613.64 

20,036.28 

s 

10,495.19 

4,770.54 

2,862.33 

$  9,541,084 

, 

$152,657.35 

HERTFORD  COUNTY 


$  1,713,839 

75 
100 
50 
40 
40 
30 
75 

$  12,853.79 

17,138.39 

107,925 
557,249 

539.63 

2,229.00 

2,229.00 

Tunis 

87,834 
410,736 

263 .50 

3,080.52 

$  2,877,583 

$  38,333.83 

HOKE  COUNTY 


$  2,059,095 

60 

$  12,354.57 

$  2,059,095 

$  12,354.57 

Part  IV 


389 


TABLE  VI— Continued 
IREDELL  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

8  5,618,830 
13,954,888 

100 

68 

6 

1 

30 

50 

$  56,188.30 

94,893.24 

8,372.93 

1,395.49 

440,231 

1,320.69 

2,201.16 

$20,013,949 

$164,371.81 

JACKSON  COUNTY 

$     551,806* 
1,717,956 

33^ 
100 
65 

$    1,839.17 

Sylva : 

17,179.56 

11,166.71 

$  2,269,762 

S  30,185.44 

JOHNSTON  COUNTY 

$  2,579,751 

35 
45 
30 
35 
50 
62J-S 
62}^ 
66M 
65 
30 
33^ 
50 
165 
50 
75 

$    9,029.13 

11,608.88 

7,739.25 

9,029.13 

12,898  75 

1,828,867 

11,430  42 

Special 

11,430  42 

476,969 
626,306 
'  41,029 
514,770 
339,848 
3,169,702 
1,529,527 

3,179  48 

General 

4,070  99 

123  09 

1,715  73 

1,699.24 

Smithfield 

52,300  08 

7,647.64 

11,471.45 

$11,106,769 

$155,373.68 

JONES  COUNTY 

$      283,949 
301,400 

50 

15 

110 

30 

$    1,419.75 

452  10 

3,315  40 

299,748 

899  24 

$      885,097 

$    6,086  49 

LEE  COUNTY 

$      732,512 

45 
30 

$    3,296  30 

2,197.54 

•Valuation  and  rate  of  1925. 

390 


Keport  of  Educational  Commission 


TABLE  VI— Continued 
LEE  COVNTY-Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  5,324,265 

20 
80 

S  10,648.53 

42,594.12 

$  6,056,777 

$  58,736.49 

LENOIR  COUNTY 


$10,384,852 

67 

15 
31 
130 
100 

$  69,578.51 

15,577.28 

32,193.04 

1,640,363 
146,176 

21,324.72 

Pink  Hill 

1,461.76 

$12,171,391 

$140,135.31 

LINCOLN  COUNTY 


$      136,031* 
69,971* 
4,641,635 

10 
25 
80 
40 

$       136.03 

174.93 

37,133.08 

18,566.54 

$  4,847,637 

$  56,010  58 

MACON  COUNTY 


$  1,150,112 
402,608 

150 
105 
90 
55 

$  17,251.68 

4,227.38 

3,623.47 

2,214.34 

$  1,552,720 

$  27,316.87 

MADISON  COUNTY 


$     431,251 

100 
25 
25 

113 
20 
17 

$    4,312.51 

1,078.13 

Mars  Hill 

222,061 

555.15 

2,509.29 

441.12 

377.50 

$      653,312 

$    9,273.70 

MARTIN  COUNTY 


Everett 

Hamilton.. 

Hassell 

James  ville. 
Oak  City... 


408,000 
331,121 
65,526 
127,000 
330,974' 


General. 
General. 
General. 
General. 
General., 
Lights... 


45 
40 
25 
30 
25 
10 


1,836.00 

1,324.48 

163 .82 

381 .00 

827.44 
330  97 


•Valuation  and  rate  of  1925. 


Part  IV 


391 


TABLE  VI— Continued 
MARTIN  COUNTY— Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  1,220,104 

60 
70 
10 
50 
25 
150 

8  7,320.62 

Water  and  sewer 

General 

8,540.73 

1,220.10 

1,539,629 

7,698.15 

3,849.07 

Water,  light  and  street  bonds 

23,094.44 

$  4,022,354 

$    56,586.82 

Mcdowell  county 


$  2,799,858 
189,540 
846,000 

87 
15 
50 
50 

S    24,358.76 

Nebo. 

Old  Fort 

General 

General 

Bonds 

284.31 
4,230.00 

4,230.00 

$  3,835,398 

$    33,103.07 

MECKLENBURG  COUNTY 


8121,626,500 

85M 

50 
50 
100 
80 
40 

81,039,906.57 

6,081.33 

1,104,933 
1,118,840 

General 

General 

Bonds  and  interest 

5,524.67 

Davidson 

5,594.20 
11,188.40 

765,897 
521,722 

6,127.18 

2,086.89 

8125,137,892 

$1,076,509.24 

MITCHELL  COUNTY 


$  1  ,231 ,259 

33% 
66% 

S      4,104.20 

Water,   sewer,   street    improvement 

8,208.40 

8  1 ,231 ,259 

%    12,312.60 

MONTGOMERY  COUNTY 


Biscoe 

Candor 

Mt.  Gilead 

$      596,859 

310,311* 

1,685,000 

General 

General... 

General 

30 
35 
30 
60 
10 
25 
95 
40 
80 
30 

8  1,790.58 
1,086.09 
5,055.00 

10,110  00 

Star 

520,000 

General 

Sinking  fund,  sewer  and  water  bonds. 

520.00 
1,300.03 

4,940.00 

Troy 

1,698,714 

6,794.86 

13,589.71 

5,096.14 

Total  for  county 

%  4,810,884 

%    50,282.38 

•Valuation  and  rate  of  1925. 


392 


Report  of  Educational  Commission 


TABLE  VI— Continued 
MOORE  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  1,287,338 

50 
100 

30 

65 

40 

68 

92 

95.93 
87.55 

5.45 

30 

$    6,436.69 

12,873.38 

321,414 
1,088,172 

964.24 

7,073.12 

4,352.69 

Pine  Bluff 

422,160 

2,870.69 

3,883.87 

2,775,208 

26,621.18 

24,296.95 

1,512.49 

800,000 

2,400.00 

$  6,694,292 

$  93,285.30 

NASH  COUNTY 


$      292,352 
537,090 
369,374 

75 
40 
50 
50 
65 
100 
35 

64^ 

75 
100 
150 

I    2,192.64 

2,148.36 

1,846.87 

1,846'.  87 

922,958 

5,999.23 

9,229.58 

3,230.35 

Rocky  Mount.* 

Rocky  Mount  Mills 

1,000,000 
199,000 
956,967 

6,450.00 

1,492.50 

9,569.67 

14,354.51 

$  4,277,741 

8  58,360.58 

NEW  HANOVER  COUNTY 


$45,783,729 

45 
65 
175 

$206,026.78 

297,594.24 

792,852 

13,874.91 

$46,576,581 

$517,495.93 

NORTHAMPTON  COUNTY 


$      490,079 
431,799 
400,000 

75 

70 
80 

$    3,675.59 

3,022.59 

3,200.00 

$  1,321,878 

$    9,898.18 

ONSLOW  COUNTY 


Jacksonville. 

*See  Edgecombe  County. 


General ! 

Water  and  sewer  bonds. 


33M 
100 


$    2,091.54 
6,275.26 


Part  IV 


393 


TABLE  VI— Continued 
ONSLOW  COUNTY— Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$      341,463 
176,094 

33M 

25 

$    1,138.10 

440.24 

S  1,145,083 

$    9,945.14 

ORANGE  COUNTY 


S  1,140,025 

40 
40 
52 
18" 
100 

$    4,560.10 

4,560.10 

Chapel  Hill 

3,196,886 

16,623.81 

5,754.39 

798,800 

7,988.00 

$  5,135,711 

S  39,486.40 

PAMLICO  COUNTY 


Bayboro 

Oriental 

Vandemere 

Arapahoe 

Stonewall 

Total  for  county. 

Elizabeth  City 

Total  for  county, 

■o. 
T 

Atkinson 

Burgaw 

Watha 

Total  for  county 


216,926 
344,468 


110,870 
85,346 
39,000 


$      711,264 


General 

General 

Interest 

General 

General  and  lights. 
General 


30 

$       650.78 

90 

3,100.21 

35 

1,205.64 

100 

1,108.70 

30 

256.03 

10 

39.00 

6,360.36 


PASQUOTANK  COUNTY 


$10, 277,238 


$10,277,238 


General. 
Fire 


$  56,524.81 
12,332.69 


$  68,857.50 


PERSON  COUNTY 


$  3,572,691 

52 
98 

$  18,577.99 

35,012  37 

$  3,572,691 

$  53,590  36 

PENDER  COUNTY 


$      293,314 
1,111,809 


106,442 


$  1,511,565 


General. 
General. 
Bonds... 
General. 


733 .29 
3,335.43 
3,335.43 

212.88 


7,617.03 


394 


Keport  of  Educational  Commission 


TABLE  VI— Continued 
PERQUIMANS  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$  1,551,362 

52 

18 
40 

$    8,067  08 

2,792  45 

6,205.45 

$  1,551,362 

S  17,064  98 

PITT  COUNTY 


$2,152,187 

33 
127 
25 
45 

42 
38 
20 
25 
25 
50 
50 
45 
30 
20 
15 
10 
10 
30 
50 
40 

$    7,102.22 

27,332.77 

Bethel 

940,000 

2,350.00 

4,230.00 

3,220,012 

21,464.60 

13,524.05 

12,236.05 

Water,  lights  and  fire  department 

6,440.02 

55,417 

138 .54 

'  138.54 

277.08 

9,287,226 

46,436.13 

41,792.52 

456,698 

1,370.09 

913 .40 

685 .05 

240,000 

240.00 

240 .00 

720.00 

515,685 

2,578.43 

2,062.74 

$16,867,225 

$192,272.23 

POLK  COUNTY 


$      693,485 
1,228,840 

150 
100 

85 

$  10,402.28 

12,288.40 

10,445.14 

$  1,922,325 

$  33,135.82 

RANDOLPH  COUNTY 


$  3,203,167 

50 
75 
25 
50 
50 
50 
60 
40 

$  16,015.84 

24,023.75 

605,571 
758,915 

1,513.93 

3,794.58 

3,794  58 

844,491 
1,208,600 

4,222.46 

7,251.60 

Bond  interest  and  sinking  fund 

4,834.40 

$  6,620,744 

$  65,451.14 

ART 


IV 


395 


TABLE  VI— Continued 
RICHMOND  COUNTY 


Name 

Valuation  _ 

Purpose  of  Tax 

Rate 

Amount 

Ellerbe     .            

$     557,981 
4,692,680 
4,700,660 

General „ 

150 
135 
23 
3 
110 

$    8,369.72 

63,351.18 

10,811.52 

1,410.20 

51,707.26 

$  9,951,321 

$135,649.88 

ROBESON  COUNTY 

$      175,229 
4,303,015 

30 

14 
HOJi 

65 

35 

30 

25 

80 

30 

31 
124 

90 
102 
100 

$        525 .69 

6,024.22 

47,440.74 

1,889,932 

12,284.56 

6,614.76 

5,669.80 

98,029 
372,126 

245 .07 

2,977.00 

1,116.38 

1,190,625 

3,690.94 

Bonds,  interest  and  sinking  fund 

14,763.75 

803,493 

7,231.46 

8,195.65 

St.  Paula.. 

1,589,631 

15,896.31 

$10,422,080 

$132,676.33 

ROCKINGHAM  COUNTY 


$  3,316,284 

35 
65 
140 
10 
90 
43 
17 
60 

$  11,606.99 

21,555.85 

1,514,656* 
1,368,001* 
7,769,617 

21,205.18 

1,368.00 

69,926.55 

33,409  35 

13,208.35 

559,361 

3,356.17 

$14,527,919 

$175,636.44 

ROWAN  COUNTY 


China  Grove 

Cleveland 

East  Spencer... 

Granite  Quarry 

Landis 

Rockwell 


'Valuation  and  rates  of  1925. 


$  1,125,882 

90 
20 
100 
20 
20 
20 
25 
11 
16 
3 

424,421 

984,287 

241,551 

2,122,688 

705,529 

Street  lights 

$  10,132.94 

848 .84 
9,842 .87 
1,968 .57 
1,968 .57 

483. 10 
5,306.72 

776 .08 
1,128 .85 

211.66 


396 


Report  of  Educational  Commission 


TABLE  VI— Continued 
ROWAN  COUNTY— Continued 


Name 


Valuation 


Purpose  of  Tax 


Rate 


Amount 


Salisbury 

Spencer 

Total  for  county 

Bostic 

Ellenboro 

Forest  City 

Rutherfordton 

Spindale 

Total  for  county 

1 

>ro 

Total  for 

East  Laurinburg... 

Laurinburg ... 

Wagram 

Total  for  county. 

Albemarle 

New  London 

Norwood 

Oakboro 

Total  for  county. 


822,557,444 
3,014,500 


General 

Bonds  and  interest. 

General 

Sinking  fund 


$31,176,302 


$  96,997.01 

94,741.26 

9,344.95 

28,939.20 


$265,275.22 


RUTHERFORD  COUNTY 


179,007 

332,920 

3,748,806 


2,081,316 
2,659,387 


$  9,001,436 


General 

General 

Bond  interest 

Retiring  bonds 

Sinking  fund 

General 

Bonds  and  interest. 
General 


75 

$  1,342.55 

30 

998.76 

120^ 

45,173.11 

16J^ 

6,'l85.53 

2 

749.76 

25 

5,203.29 

200 

41,626.32 

125 

33,242.34 

8134,521.66 


SAMPSON  COUNTY 


%  1,995,216 

75 
105 
58J4 
75 

$  14,964.12 

20,949.77 

705,743 

4,116.60 

5,293.07 

$  2,700,959 

$  45,323.56 

SCOTLAND  COUNTY 


451,614 
3,810,671 


4,585,517 


General 

General 

Bond  interest... 
Retiring  bonds. 
Sinking  fund... 
General 


25 

$  1,129.04 

33 

12,575.21 

62 

23,626.16 

23 

8,764.54 

7 

2,667.47 

35 

1,131.31 

$  49,893.73 


STANLY  COUNTY 


$  5,200,706 
194,922 


1,471,042 
326,466 


$  7,193,136 


Genera] 

Special  and  sinking  fund. 

General 

Special 

General 

General. 


20 
115 

15 

35 
125 

60 


$  10,401.41 

59,808.12 

292 .38 

682 .23 

18,388.03 

1,958.80 


$  91,530.97 


Pakt  IV 


397 


TABLE  VI— Continued 
STOKES  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$      659,459 

20 
180 

$    1,318.92 

11,870.26 

$      659,459 

S  13,189.18 

SURRY  COUNTY 


$      221,573 
3,165,000 
7,052,349 

50 
80 
41 
40 
4 
40 

$    1,107.87 

Elkin                              .: 

25,320.00 

28,914.63 

28,209.40 

2,820.94 

1,038,585 

4,154.34 

$11,477,507 

$  90,527.18 

SWAIN  COUNTY 


$  1,192,000 
331,190 

205 
17 
63 
40 

$  24,436.00 

563 .02 

Bond 

2,086.50 

Whittier 

279,722 

1,118.81 

$  1,802,912 

$  28,204.33 

TRANSYLVANIA  COUNTY 


$  2,501,687 

100 
100 
25 

$  25,016.87 

25,016.87 

632,961 

1,582.40 

$  3,134,648 

8  51,616.41 

UNION  COUNTY 


Marshville 

Mineral  Springs. 
Monroe 


Waxhaw. 
Wingate. 


Total  for  county. 


S      815,000* 

86,367 

5,428,649 


637,592 


409  ,646 


7,377,254 


General 

Lights 

General 

Special 

General 

Light  bonds. 
General 


150 
25 
70 

100 
30 
45 
40 


12,225.00 

215.92 

38,000.54 

54,286.49 

1,912.78 

2,869.16 

1 ,638.58 


Sill, 148.47 


VANCE  COUNTY 


$  7,819,406 

70 
30 
10 

$  54,735.84 

23,458.22 

107,762 

107.76 

S  7,927,168 

$  78,301.82 

•Valuation  and  rate  of  1925. 


398 


Report  of  Educational  Commission 


TABLE  VI— Continued 
WAKE  COUNTY 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

Apex 

$  1,090,005 

50 

100 

165 

50 

35 

10 

85 

30 

34 

116 

35 

165 

50 

100 

$    5,450  03 

10,900  05 

Cary 

958,434* 
871,796 
291,692 
165,000 
49,497,038 

15,814  16 

4,358.98 

1,020  92 

Morrisville... 

165.00 

420,724  82 

148,491.11 

Wake  Forest 

1,205,608 

4,099.07 

13,985.05 

Wendell 

1,052,045 

3,682.16 

17,358.74 

1,213,884 

6,069.42 

12,138.84 

Total  for  county 

$56,345,502 

$664,258.35 

WARREN  COUNTY 


$      270,667 
1,784,255 

30 
50 
50 

$       812.00 

8,921.28 

8,921.28 

$  2,054,922 

$  18,654.56 

WASHINGTON  COUNTY 


Cherry 

Creswell 

Plymouth 

Roper 

Total  for  county 


$        31,251' 

142,111 

1,079,143 


269,003 


$  1,521,508 


General 

General 

General '_ 

Special 

General 

Funding  bonds. 


30 
30 
41 
186 
40 
30 


93.75 

426.33 

4,424.49 

20,072.06 

1,076.01 

807.01 


$  26,899.65 


WATAUGA  COUNTY 


$     400,000 

100 
90 
150 

$    4,000.00 

3,600.00 

783,608 

11,754.12 

$  1,183,608 

$  19,354.12 

WAYNE  COUNTY 


$      102,688 
1,800,778 

33% 

75 

$        342.26 

13.505.84 

Special 

75         13,505.84 

•Valuation  and  rate  of  1925. 


Part  IV 


399 


TABLE  VI— Continued 
WAYNE  COUNTY— Continued 


Name 

Valuation 

Purpose  of  Tax 

Rate 

Amount 

$    17,560,703 

65 
60 
100 
50 
25 

S    114,144.57 

105,364.22 

Mt.  Olive                          

2,580,947 

434,193 

70,896 

25,809.47 

Pikeville                               

2,170.97 

White  Hall 

177.24 

Total  for  county 

$    22,550,205 

S    275,020.41 

WILKES  COUNTY 


$      3,876,180 

15 
102 
17 
63 
50 
75 

$        5,814.27 

Bonds 

39,537.04 

331,191 

563 .02 

2,086.50 

443,377 

2,216.89 

3,325.33 

$      4,650,748 

$      53,543.05 

WILSON  COUNTY 


Black  Creek 

$          273,100 
939,670 

60 
50 
80 
50 
50 
65 
58 

$        1,638.60 

Elm  City 

4,698.35 

7,517.36 

378,809 
470,498 

1,894.04 

2,352.49 

3,058.24 

19,388,952 

112,455.86 

$    21,451,019 

$    133,614.94 

YADKIN  COUNTY 


%         255,743 
222,614 
286,840 

10 
10 
50 
35 
40 

$           255  74 

222 .61 

1,434.20 

1,003.94 

1,147.36 

S          765,197 

$        4,063.85 

YANCEY  COUNTY 


$ 

1,018,000 

150 

$      15,270.00 

% 

1,018,000 

$      15,270.00 

North  Carolina 11,263,685,855 


$12,100,723.00 


•Valuation  and  rate  of  1925 


400  Report  of  Educational  Commission 

table  vii— summary  of  state  taxes*  collected  for  fiscal  year  1926-27*' 

Schedule  A  (inheritance) $       824,441.14    $       824,441.14 

Schedule  B  (license) — 

License  tax 1 ,122  ,950.68 

Process  tax  81a  (fines,  etc.) 47,919.36 

1,170,870.04 

Schedule  C  (franchise) — 

Railroads.. S  469,037.51 

Public  utilities 203,434.46 

Express  companies 23,336.63 

Telephone 171 ,448.46 

Telegraph. 41 ,918.05 

Corporation  franchise — 

Domestic 569,493.18 

Foreign 183,519.77 

Marriage  license 70 ,183 .00 

Bus  tax 167,733.71 

1,900,104.77 

Schedule  D  (income) — 

Individual $    1 ,702 ,852.34 

Domestic  corporations 2,320,443.29 

Foreign  corporations 2,316,456.18 

6,339,751.81 

Insurance  department — 

Taxes... $  1,235,966.20 

Fees.... 14,742.70 

License 64,730.03 

Agents 64,935.00 

Building  and  loan ,  32  ,216.49 

Lightning  rod  agents.. 100.00          1 ,412,690.42 

Total  other  than  automobile  and  gasoline  taxes $11 ,647,858.18 

Automobile  license $    5,894,448.54 

Automobile  title  registration 160,371 .50 

Gasoline  tax*** 8,120,604.29 

Total  automobile  and  gasoline 14,175,424.33 

Total,  all  sources $25,823,282  51 

*Taxes  collected  through  State  Department  of  Revenue.    This  table  does  not  include  some  small 
amounts  of  taxes  collected  by  other  State  Departments. 
"July  1,  1926  to  June  30,  1927. 
***Rate  of  4  cents  per  gallon. 


402 


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Part  IV 


407 


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409 


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Part  IV 


411 


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427 


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Part  IV 


429 


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Part  IV 


455 


TABLE  XVI— SUMMARY  OF  INDEBTEDNESS  OF  STATE  OF  NORTH  CAROLINA,  BONDED 
AND  CURRENT,  AS  OF  JUNE  30,  1926 

1.  BONDED  INDEBTEDNESS 
(a)  General  Fund 


Date 
Issued 


Amount 
Issued 


Date  of 

Maturity 


Title  of  Issue 


Amount 
Outstanding 


Interest 
Rate 


7-  1-09 
7-  1-10 
7-  1-11 
7-  1-11 
1-  1-13 
7-  1-13 
7-  1-17) 
7-  1-20J 
10-  1-23 

7-  1-17 
7-  1-17 
7-  1-21 

1-  1-22 

10-  1-23 

10-  1-23 
2-15-22 
1-  1-26 


500 ,000 
3 ,430 ,000 

250 ,000 
60 ,000 

550 ,000 
1,142,500 

1 ,568 ,500 

3 ,049 ,000 

75 ,000 

25 ,000 

3 ,372  ,000 

3 ,373 ,000 

7,100,000 

500 ,000 
4 ,500 ,000 
5,125,000 


7-1-49 
7-1-50 
7-1-51 
7-1-51 
1-1-53 
7-1-53 

7-1-25  to  7-1-38 

10-1-63 

7-1-27 
7-1-27 
7-1-61 

7-1-62 

10-1-63 

10-1-63 

2-1-37-42-47-52 

1-1-66 


534,620,000 


State  hospital. 

Refunding 

Administration  building 

School  for  feeble  minded 

Refunding 

Improvements. 

Educational  and  charitable  institu 

tions,  improvement  (serial) 

Educational  and  charitable  institu 

tions- 

Caswell  training  school 

Training  school  for  girls  and  women.. 
Educational  and  charitable  institu 

tions 

Educational  and  charitable  institu 

tions 

Educational  and  charitable   institu 

tions. 

Public  improvement 

State  funding  (serial) 

Educational  and  charitable  institu 

tions 

Total — general  fund 


500 ,000 
3  ,430 ,000 

250 ,000 
60 ,000 

550 ,000 
1 ,142 ,500 

1 ,276 ,500 

3  ,049 ,000 
75  ,000 
25 ,000 

3 ,372 ,000 

3  ,373 ,000 

7,100,000 

500  ,000 

4,500,000 

5,125,000 


4H 

4 

4 

5 

IM 

m 

5 


$34 ,328 ,000 


(b)  Highway 


7-  1-2  ll 

125 ,000 ,000 

4 ,552 ,600 
1,250,000 
3  ,750 ,000 

25 ,000 ,000 

447 ,400 
10 ,000 ,000 

7-1-32  to  7-1-62 

7-1-31-41-51-61 
1-1-33  to  37 
1-1-38  to  52 

1-1-34  to  64 

1-1-51 
1-1-34  to  63 

$25 ,000 ,000 

4  ,552  ,600 
1 ,250 ,000 
3  ,750 ,000 

25 ,000 ,000 

447 ,000 

10 ,000 ,000 

VA 

1-  1-23J 
7-  1-21 

5 

1-  1-23 

VA, 

1-  1-23 

i3A 

1-  l-24\ 

i}4 

1-  1-25 J 
1-  1-25 

% 

1-  1-26 

4J-2 

$70 ,000 ,000 

$69 ,999  ,600 

(c)  Special  School  Building  Bonds 


1-  1-22] 
1-  1-23J 
1-  1-26 


$  5,000,000 
5 ,000 ,000 


1-1-27  to  47 
1-1-36  to  49 


Special  school  building  (serial) 

Special  school  building  (serial) 

Total  special  school  building  fund 

Total  state  bonded  debt 


5  ,000 ,000 
5  ,000 ,000 


VA 
VA 


$10,000,000 


$10,000,000 


$114,620,000 


$114,327,600 


456 


Report  of  Educational  Commission 


TABLE  XVI— Continued 

2.  INDEBTEDNESS  NOT  BONDED 
(a)  Genebal  Fund 


Date 
Issued 

Amount 
Issued 

Date  of 

Maturity 

Title  of  Issue 

Amount 
Outstanding 

Interest 
Rate 

7-  1-25 

$  9,438,531 

7-1-26  to  35 

$  9,438,000 

4% 

(b)  Highway 

$15,000,000 
300 ,000 

Highway  notes  payable,  anticipating 

$15 ,000 ,000 
300 ,000 

315,300,000 

$15,300,000 

(c)  Special  School  Building 

$  5,000,000 

Payable 

$  5,000,000 

$29 ,738 ,531 

Total  state  indebtedness  not  bonded. 

$29 ,738  ,000 

$144,358,531 

Total  state  indebtedness,  bonded 

$144,065,600 

Part  IV 


457 


TABLE  XVII— LIST  OF  COUNTYWIDE  BOND  ISSUES  OUTSTANDING,  1926 

ALAMANCE  COUNTY 

(a)  For  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1923 

$    84,000 

1924-53* 

$    78,000 

4M 

(b)  For  Purposes  Other  Than  Schools 

50 ,000 

200,000 

25,000 

15 ,000 

20 ,000 

20 ,000 

10,000 

20 ,000 

200 ,000 

95 ,000 

250 ,000 

600 ,000 

100 ,000 


1933 

1959 

Serial 

Serial 

Serial 

Serial 

Serial 

Serial 

Serial 

Serial 

Serial 

Serial 

Serial 


Floating  debt. 

Macadam  road 

Roads  and  bridges 

Necessary  expense 

Necessary  expense 

Jail  and  necessary  expense 

Bridges 

Necessary  expense 

Central  highway 

Funding 

Court  house 

Roads 

Roads 


50 

200 

10 

1 

7 

11 

4 

10 

180 

89 

238 

600 

100 


,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 


55,510 


5 
5 

5A 

Wt. 

5H 

6 

VA 

5 

514 

5% 

*3A 


ALEXANDER  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


150 ,000 
60 ,000 
35 ,000 
92  ,000 


1952 
1964 
1960 
1929 


Roads 

Roads  and  bridges 
Funding 

Roads  and  bridges 


150 ,000 
60 ,000 
35 ,000 
92 ,000 


5 

53A 

VA 

5 


ALLEGHANY  COUNTY  (11-1-26) 
(b)  For  Purposes  Other  Than  Schools 


•Serial  bond  issue  maturing  in  series  from  1924  to  1953,  inclusive. 

tS  1946  means  serial  bond  issue  with  final  installment  falling  due  in  1946. 


1921 

%  125,000 
50 ,000 
26 ,000 
19,000 

S  1946t 
1952-61 
1931-56 
Serial 

%  125,000 

50 ,000 

26 ,000 

7,000 

6 

1923 

5A 

1926 

5A 

6 

ANSON  COUNTY  (11-29-26) 
(a)  For  Schools 

10-1-26 

%    57,000 

1946 

%    57,000 

VA 

45S 


Report  of  Educational  Commission 


TABLE  XVII— Continued 
ANSON  COUNTY—  Continued 


(b)  For  Purposes  Other  Than  Schools 

Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

7-1-12 

$    95 ,000 
100 ,000 

75 ,0G0 
150  ,000 
100 ,000 

30 ,000 

1914-37 
1917-40 
1922-46 
1927-46 
1929-58 
1937 

$    58,000 
69 ,000 
6C  ,000  1 
150,000  > 
100 ,000  J 
30 ,000 

$      7 ,823 
7,823 

26,883 

5 

4-5-17 

5 

8-1-20 

f      6 

5-1-22 

•1      514 

10-6-24 

1      5 

10-1-26 

414 

ASHE  COUNTY  (5-1-26) 
(b)  For  Purposes  Other  Than  Schools 


1916 

$  20,000 
200  ,000 
300 ,000 
365  ,000 

21 ,000 
135 ,000 
310  ,000 

94 ,000 

1936 

1949 

S  1950 
1927-41 

1942 

1942 
1933-53 
1930-45 

S    20 ,000 
200 ,000 
300 ,000 
350 ,000 
21 ,000 
135  ,000 
310,000 
94 ,000 

5 

1919 

Roads  and  bridges. 

Roads  and  bridges. _ 

514 

1920 

6 

1921 

6 

1922 

Roads.  ._  

6 

1922 

6 

1923 

5M 

1925 

4M 

AVERY  COUNTY  (10-15-26) 
(a)  For  Schools 


7-1-15 
11-1-23 

1-1-27 


8,000 
70 ,000 
20  ,000 


1945 
S  1951 
S  1951 


Building IS      8,000 

Funding. 67,000 

Funding... 20,000 


(b)  For  Purposes  Other  Than  Schools 


2-1-12 

3-1-18 

1918 

3-1-21 

1-1-22 

2-1-26 


25  ,000 
25  ,000 
150  ,000 
150  ,000 
30  ,000 
50 ,000 


1927-32 
Serial 

1955 

1961 
S  1952 
S  1959 


Court  house  and  jail. 

County  funding 

Roads 


Roads  and  bridges. 

Funding 

Sinking  fund.. 


20  ,000 
17,000 
150 ,000 
150 ,000 
30 ,000 
50 ,000 


S     27 ,500 


BEAUFORT  COUNTY  (11-23-26) 
(b)  For  Purposes  Other  Than  Schools 


6-1-05 
7-1-08 
2-1-09 
12-1-13 
7-1-19 
1-1-21 
1-1-21 
6-1-23 
6-1-23 
9-1-24 


12,500 

50 ,000 

25 ,000 

50 ,000 

500 ,000 

100 ,000 

500 ,000 

150 ,000 

100 ,000 

500 ,000 


1935 

1938 

1938 

1943 
1925-47 
1927-51 
1927-51 
1929-53 
1929-53 
1930-54 


Funding 

Bridges 

Roads  and  bridges 

Bridges 

Roads 

Roads 

Roads 

Roads 

Funding 

Roads. 


12,500 

50 ,000 

25 ,000 

50 ,000 

460 ,000 

96 ,000 

480 ,000 

150 ,000 

100,000 

500 ,000 


9,650 
50,686 
25  ,000 
14 ,025 
16,616 

4,910 

16,000 

483 

743 

1,343 


Part  IV 


459 


TABLE  XVII— Continued 

BERTIE  COUNTY 
(a)  For  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1924 

$    40,000 

1925-45 

S    38,000 

5^2 

(b)  Foe  Purposes  Other  Than  Schools 


1921 

$    45,000 

100  ,000 

25  ,000 

150 ,000 

300 ,000 

1922-61 
1926-42 
1926-31 
1930-59 
1932-66 

%    40,000 

95  ,000 

15  ,000 

150 ,000 

300 ,000 

5K 

1922 

5A 

1923 

514 

1925 

V/% 

1926 

i% 

BLADEN  COUNTY  (10-31-26) 
(a)  For  Schools 


1923 
1924 


S  115,000 
20 ,000 


Serial 
Serial 


Funding. 
Funding. 


106 ,000 
18  ,000 


(b)  For  Purposes  Other  Than  Schools 


1920 

S  130,000 
60 ,000 
185  ,000 
100 ,000 
90 ,000 

Serial 

Serial 

Serial 

1953 

Serial 

S  122,000 
60 ,000 
110,000 
100 ,000 
90 ,000 

6 

1921 

6 

1922 

blA 

1923 

5A 

1926 

5M 

BRUNSWICK  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


6-1-19 
6-1-19 
4-1-22 
8-1-22 
4-1-23 
9-1-23 
8-1-24 
3-1-26 
10-1-26 


20 ,000 
35  ,000 
300 ,000 
100,000 
65 ,000 
200 ,000 
150 ,000 
160,000 
100 ,000 


1953 
1954 
S  1952 
1951 


Roads 

Ferry  and  bridges 

Roads 

Roads 

Refunding  and  court  house 

Roads  and  bridges 

Funding 

Roads  and  bridges 

Roads  and  bridges 


20 ,000 
25 ,000 
300 ,000 
100 ,000 
65 ,000 
200  ,000 
150 ,000 
100,000 
100,000 


5V2 

5lA 

6 
6 


BUNCOMBE  COUNTY  (12-31-26) 
(a)  For  Schools 


12-1-26     %    40,000 


1956 


Funding. 


40 ,000 


VA 


(b)  For  Purposes  Other  Than  Schools 


1-1-02 

S    50,000 
20 ,000 

1932 
1935 

t    50,000 
20 ,000 

5 

6-1-05 

County  home 

VA 

460 


Report  of  Educational  Commission- 


table  XVII— Continued 

BUNCOMBE  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools— Continued 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


2-1-06 
1-1-08 
3-1-09 
3-1-10 

12-1-11 
5-1-13 
5-1-13 

12-1-14 
7-1-15 
7-1-15 

12-1-16 
4-1-18 
4-1-19 
4-1-19 
1-1-20 
4-1-20 
4-1-21 
5-1-20 
4-1-21 

10-1-21 

10-1-21 
4-1-22 

11-1-23 

11-1-23 
6-1-23 
7-1-24 
5-1-25 
8-1-25 
8-1-26 

11-1-26 


60 ,000 

40 ,000 

111,000 

50 ,000 

50 ,000 

50 ,000 

50 ,000 

75 ,000 

100 ,000 

98 ,000 

300 ,000 

303  ,000 

175 ,000 

600 ,000 

450 ,000 

300 ,000 

360 ,000 

75 ,000 

25 ,000 

150 ,000 

150 ,000 

100 ,000 

250 ,000 

200 ,000 

250 ,000 

300 ,000 

1 ,000 ,000 

100 ,000 

1 ,000 ,000 

50 ,000 


S  1936 

S1955 

1939 

1930 

1931 

S1963 

S1963 

S1946 

S1950 

1935 

1956 

1937 

1949 

1949 

1946 

1930 

1947 

1936 

1946 

1941 

1941 

Serial 

S1952 

S1952 

Serial 

S1958 

1957 

1955 

1955 

1956 


Funding 

Jail 

Funding 

Roads  and  bridges 

Funding 

Funding 

Roads  and  bridges 

Funding 

Roads  and  bridges 

Funding 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 

Funding 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Children's  home... 
Roads  and  bridges 

Funding 

Funding 

Court  house 

Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 

Sewer 

Roads  and  bridges. 
Water 


22  ,000 

26  ,000 

111  ,000 

50 ,000 

50 ,000 

40 ,000 

40 ,000 

55  ,000 

70 ,000 

98 ,000 

268  ,000 

303  ,000 

138  ,000 

495  ,000 

360 ,000 

135,000 

360 ,000 

55 ,000 

20 ,000 

150 ,000 

150 ,000 

100 ,000 

250 ,000 

200 ,000 

240 ,000 

300 ,000 

,000 ,000 

100  ,000 

,000 ,000 

50 ,000 


BURKE  COUNTY  (10-31-26) 
(a)  For  Schools 


11-1-24     $  100,000 


S  1951 


Funding. 


94 ,000 


(b)  For  Purposes  Other  Than  Schools 


6-1-12 
9-1-15 

10-2-16 
7-1-19 
3-1-21 

11-1-23 
4-1-25 
1-1-27 


30 ,000 
5,000 
100 ,000 
40 ,000 
65 ,000 
30 ,000 
100 ,000 
133 ,000 


S1932 

1930 

S1944 

1944 

S1946 

1952 

1945 

1954 


Jail  and  floating  debt 

Current  expenses 

Bridges 

Roads,  bridges  and  county  home 
Roads,  bridges  and  county  home 

Roads  and  bridges 

Public  improvements 

Roads  and  bridges 


9,000 
5,000 
76,000 
36 ,000 
63 ,000 
30  ,Q00 
100 ,000 
133 ,000 


CABARRUS  COUNTY  (12-4-26) 
(b)  For  Purposes  Other  Than  Schools 


7-11-11 
4-1-14 


3  105,000 
25 ,000 


1941 
1927-51 


Funding 

Court  house  and  jail. 


$  105,000 
25 ,000 


Part  IY 


461 


TABLE  XVII— Continued 

CABARRUS  COUNTY—  Continued 
(b)  For  Purposes  Other  Than  Schools 


Amount 

Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


38  ,000 
60 ,000 
34 ,000 
21 ,000 
250,000 
50 ,000 
300 ,000 
125 ,000 


1927-45 
1927-48 
1927-47 
1927-47 
1927-47 
1934-53 
1935-55 
1956-60 


Funding 

Road  improvements 

County  home 

Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 


38 ,000 
60 ,000 
34 ,000 
21 ,000 
250 ,000 
50 ,000 
300 ,000 
125,000 


5 
5 

5 
6 
5H 

5 
5K 


CALDWELL  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


25 ,000 
38 ,000 
12  ,000 

250 ,000 
51 ,000 
75 ,000 

2C0 ,000 


S1929 

S1940 

1946 

S  1946 

1943 

1952 

1953 


Court  house 

Roads  and  bridges 

County  home 

Roads 

County  home 

Roads 

Roads 


•  3  ,000 
28 ,000 
12  ,000 

200 ,000 
51 ,000 
75 ,000 

200 ,000 


5V2 

5 

5V2 

5 

5 


CARTERET  COUNTY  (12-1-26) 
(a)  For  Schools 


S    16,000 

14 ,000 

100 ,000 


S1934 
S1935 
1957 


Building 
Building 
Building 


11,200 

13 ,050 

100 ,000 


4 
4 
5H 


(b)  For  Purposes  Other  Than  Schools 


$  200,000 

1926 

200,000 

1959 

50 ,000 

1962 

150 ,000 

1959 

700 ,000 

1965 

Roads  and  bridges 

Roads  and  bridges,  funding 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 


185 ,000 
200,000 
50 ,000 
150 ,000 
700 ,000 


5H 
6 

5^ 

5y2 


CAMDEN  COUNTY  (11-22-26) 
(b)  For  Purposes  Other  Than  Schools 


36  ,000 


Serial 


Refunding. 


$    35,000     $6,501.05 


CASWELL  COUNTY  (6-30-26) 
(b)  For  Purposes  Other  Than  Schools 


8,000 
50 ,000 
20,000 
20 ,000 
100 ,000 


S1926 
S1926 
S1941 
S1941 
1930-50 


Court  house  and  jail 

Roads 

Roads 

Roads. 

Roads 


800 
15 ,000 
15  ,000 
16 ,000 
94  ,000 


5 

5H 

6 

6 

6 


462 


Report  of  Educational  Commission 


TABLE  XVII— Continued 

CASWELL  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools — Continued 


Date 
Issued 

Amount 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1920 

$    50 ,000 
200 ,000 
65  ,000 
35 .000 

1920-50 
1922-47 
1923-57 
1925-60 

$    47,000 
180,000 
64  ,000 
35  ,000 

6 

1922 

6 

1923 

5% 

1925 

i% 

CATAWBA  COUNTY  (12-6-26) 
(a)  For  Schools 


CHEROKEE  COUNTY 
(a>  For  Schools 


1-1-24 

%  100,000 

Serial 

$    96,000 

5M 

(b)  For  Purposes  Other  Than  Schools 

7-1-17 

%    69,000 
408  ,000 
200 ,000 
200 ,000 

Serial 
Serial 
Serial 
Serial 

8    57,000 
408 ,0C0 
200 ,000 
200,000 

5 

7-1-21 

6 

10-1-23 

5V2 

1-1-24 

5M 

CHATHAM  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

1909 

$      9 ,000 
5,000 
96 ,000 
200,000 
60 ,000 
90 ,0C0 
50 ,000 
50 ,000 
60,000 
71  ,000 
45  ,U0 

S      9 ,000 
5,000 
96 ,000 
200 ,000 
60 ,000 
90 ,0  0 
50 ,000 
50 ,000 
60 ,0C0 
71 ,000 
15 ,000 

VA 

1909 

5 

1919 

5A 

1920 

6 

1922 

6 

1922 

6 

1923 

1960 
1953 
1954 
1960 
1962 

5A 

1923 

5V2 

1924 

Roads  and  bridges. 

$A 

1925 

SM 

1926 

Roads  and  bridges 

5 

%    16,000 


1953 


Funding. 


$     15,000 


(b)  For  Purposes  Other  Than  Schools. 

5-1-09 

%  25 ,000 
12 ,000 
50 ,000 
50 ,000 
10,000 
75 ,000 
50 ,000 

200 ,000 
28  ,000 

172,000 

1939 
1941 
1941 
1941 
1942 
1943 
1953 
1955 
1956 
1956 

Roads 

¥  25,000 
12,000 
50  ,C00 
50,000 
10,000 
75 ,000 
50,000 

2C0 ,0C0 
28  ,000 

172,000 

514 

5-1-11 

6 

6-1-11 

6 

3-2-11 

5 

4-1-12 

6 

5-1-13 

Railway 

Roads 

Roads  and  bridges.. 

5)4 

11-1-23 

oVi 

4-1-25 

4M 

5-1-26 

4M 

5-1-26 

4% 

Part  IV 


463 


TABLE  XVII— Continued 

CHOWAN  COUNTY 
(a)  For  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

9-1-18 

S      6,000 

1947 

$      6.000 

6 

(b)  For  Purposes  Other  Than  Schools 


$  150,000 
100,000 
60 ,000 


1953 
1953 
1949 


Roads  and  bridges 

Roads.  ..  

Ro.-ids.__ . . 


150,000 
100,000 
60 .000 


5M 
5K 


CLAY  COUNTY 
(a)  For  Schools 


20 ,000 


S  1944 


Building. 


S     19 ,000 


(b)  For  Purposes  Other  Than  Schools 

1-1-14 

S    75 ,0l0 
7,500 
100,000 
100,000 
30 ,000 
70 ,000 
30 ,000 

1944 
1936 
1951 
1953 
1953 
1955 
1956 

?    75,000 

7,500 
100,000 
100,000 
30,000 
70 ,000 
30.000 

6 

8-1-16 

6 

2-1-21 

6 

1-1-23 

6 

7-1-23 

6 

7-1-25 

6 

4-1-26 

6 

CLEVELAND  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


10-1-11 

S    25,000 
10  ,000 
25,000 
50 ,000 
80 ,000 
40 ,0C0 
24,000 
100,000 

S  1944 

1931 

1943 

S  1942 

1942 

1948 

S191S 

1955 

?     19,000 
1,  ,000 
25 ,000 
34,.  00 
80 .000 
10,000 
23 ,000 
100,000 

6 

10-1-11 

5 

6-2-13 

6 

12-1-15 

5 

3-1-17 

1)4 

7-1-18 

6 

7-1-19 

6 

3-1-23 

Bridges  and  Funding 

5 

COLUMBUS  COUNTY 
(a)  For  Schools 


165,000 


1926-55 


Funding %  161,000 


4M 


(b)  For  Purposes  Other  Than  Schools 


50 ,000 

1944 

20 ,000 

1929 

200 ,000 

S1950 

50 ,000 

1941 

200,100 

1940-52 

50 ,000 

1930-49 

35 ,000 

1954 

135,000 

S1950 

Court  house 

Funding __ 

Roads  and  bridges. 
Ro_tds  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 


50 ,000 
20 ,000 

200 ,000 
50 ,000 

200 ,000 
50 ,00C 
35 ,000 

130,000 


35 ,000 


5 

5^ 


5H 
5H 

5M 


464 


Report  of  Educational  Commission 


TABLE  XVII— Continued 

CRAVEN  COUNTY  (11-30-26) 
(a)  For  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1C-1-12 

$    15,000 
10,000 
100,000 
165 ,000 

1942 
1043 
1941 
S1953 

$    15,000 
10,000 
100 ,000 
156,000 

5 

8-1-13 

5 

6-1-21 

6 

10-15-23 

5H 

(b)  For  Purposes  Other  Than  Schools 


7-1-08 
5-1-12 
3-1-15 
3-1-15 
3-1-17 
1-1-18 

5-15-20 
3-1-21 

10-1-22 
5-1-23 
4-1-25 


20,000 

10,000 

10,000 

25 ,000 

275 ,000 

150,000 

210,000 

260 ,000 

300  XOO 

150,000 

375 ,000 


1937-39 

1927 

1932 

1947 
1927-47 

1928 
1931-50 

1936 
1933-52 
1927-43 

S1955 


Bridges... 

Refunding 

Refunding 

Refunding 

Road... 

Bridge... 

Roads  and  bridges 

Funding 

Roads  and  bridges 

Road  funding 

Permanent  imp.  funding 


20 ,000 

10 ,000 

10,000 

25 ,000 

275 ,000 

150,000 

210,000 

260,000 

300 ,000 

150.000 

375 ,000 


CUMBERLAND  COUNTY  (11-1-26) 
(a)  For  Schools 


10-1-23      $183,000  S1952        Funding 


S  168,000 


(b)  For  Purposes  Other  Than  Schools 


6-7-97 
4-1-09 
4-1-13 
3 — 15 
•7-1-21 
3-1-23 
4-1-24 


87,300 

25 ,000 

25  ,C0G 

29,000 

340 ,000 

455 ,000 

300 ,000 


1927 

1929 

1933 

1945 

1925 

S1952 

S1953 


Railroad 

Bridges 

Funding 

Funding 

Roads  and  bridges... 
Roads  and  bridges... 
Court  house  and  jail 


87,300 

25 ,000 

25 ,000 

29 ,000 

340,000 

438 ,010 

300 ,000 


CURRITUCK  COUNTY 
(a)  For  Schools 


-1-23      f    40 ,000  S  1953        Funding. 


S    37,000 


(b)  For  Purposes  Other  Than  Schools 

8-13-17 

S      5 .000 
15,000 
20 ,0C<0 
5 ,700 
16,000 

S1938 
S1938 
S1945 
S  1929 
S1928 

S      4,500 
12,000 
19 ,000 
3,700 
8,000 

6 

4-1-18 

6 

1-1-20 

6 

5-19-24 

6 

12-1-24 

6 

•Shown  in  Auditor's  Report  as  an  issue  of  $705,000  with  $688,000  outstanding. 


Part  IV 


465 


TABLE  XVII— Continued 

DARE  COUNTY  (11-8-26) 
(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1904 

S    12,500 
5,500 
20  ,000 
29 ,000 
12 ,500 
50 ,000 

1913-35 
1937-47 

1954 
1927-55 
1952-63 

1951 

S      5 ,500 
5,500 
2C  ,000 
29 ,000 
12 ,500 
50,000 

6 

1919 

6 

1924 

6 

1924 

6 

1925 

6 

1926 

6 

DAVIDSON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


4-2-23 
5-1-16 
4-1-23 
2-1-26 


$  100,000 
300 ,000 
100,000 
300 ,000 


1933 
1955 
1957 
1928 


County 

Roads  and  bridges 
Roads  and  bridges 
State  highway 


S  100,000 
300,000 
100 ,000 
300 ,000 


$    57,132 


DAVIE  COUNTY  (6-30-26) 
(b)  For  Purposes  Other  Than  Schools 


12-1-13 

S    90,000 
10 ,000 
40,000 
20 ,000 
35 ,000 
10,000 
100,000 
25 ,000 
37 ,000 
65 ,000 

S  1940 

S1934 

S1934 

S1934 

S1944 

S1929 

S  1943 

S  1936 

1932 

1946 

S    75,000 
4,500 
18 ,000 
9,000 
28  ,000 
8,000 
90 ,000 
23  ,000 
37 ,000 
65 ,000 

5 

11-1-14 

11-1-14 

5 

11-1-14 

6 

1-1-15 

5 

11-1-16 

5 

7-1-19 

5 

2-1-20 

6 

5-1-22 

5}4 

5-1-23 

5 

DUPLIN  COUNTY  (11-30-26) 
(a)  For  Schools 


10-1-25     $    35,000 


S1955 


Funding. 


34 ,000 


900 


(b)  For  Purposes  Other  Than  Schools 


5-1-11 
6-1-19 
11-1-20 
3-1-21 
5-1-21 
1922 
10-1-22 
10-1-22 
2-1-24 
9-1-25 
1-1-27 


30 ,000 
100,000 
100,000 
100 ,000 
300  ,000 
100,000 
150,000 

43 ,000 
150,000 
520,000 

30,000 


S  1931 
S1936 
S  1950 
S1951 
S  1950 
S1955 
S1955 
S  1952 
S1960 
S  1945 
1941 


Court  house 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 

Jail 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 


18 ,000 

65 ,000 
100,000 
100 ,000 
300 ,000 
100,000 
150,000 

43  ,000 
150,000 
520 ,000 

30 ,000 


9      1 ,008 


*6 ,944 


•Sinking  fund  for  all  road  and  bridge  issues. 
30 


466 


Report  of  Educational  Commission 


TABLE  XVII— Continued 

DURHAM  COUNTY  (7-1-26) 
(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


12-15-15 
10-1-16 
4-1-17 
10-1-19 
5-1-21 
5-1-25 
5-1-25 


225  ,0C0 
75  ,000 
125  ,000 
250,000 
520,000 
150,000 
400 ,000 


S  1940 
S  1933 
S1936 
S1949 
S  1933 
S1955 
S1950 


Court  house 

Court  house 

Roads 

Roads - 

Roads  and  bridges 

County  home 

Roads  and  bridges 


$  182,000 
45 ,000 
73  ,000 
240 .000 
477 ,000 
145 ,000 
400,000 


S      7 ,065 

228 

258 

2,982 

23 

669 


4H 

iA 

5 

5 

6 

iA 


EDGECOMBE  COUNTY  (7-1-26) 
(a)  For  Schools 


4-1-27 


108,000 


Funding 108,000 


4H 


(b)  For  Purposes  Other  Than  Schools 


1-11 

-1-14 
-1-14 
-1-15 
-1-15 
-1-15 
-1-16 
15-20 
-1-22 
-1-24 
-1-24 
7-1-25 
7-1-26 


20 ,000 

20 ,000 

20 ,000 

20 ,000 

10,000 

20 ,000 

50,000 

100,000 

100,000 

100,000 

40 ,000 

60 ,000 

500,000 


S1932 
S1929 
S  1929 
S  1939 
S  1934 
S1944 
S  1969 
Serial 
S  1947 
S  1948 
S  1953 
S  1956 
S1957 


Court  house 

Roads 

Bridges 

Roads 

Bridges 

Bridges 

Bridges 

Roads  and  brie 

Bridges 

Bridges 

Jail 

Bridges 

Roads 


5 

4 

4 

20 

10 

20 

5C 

100 

100 

100 

40 

60 

500 


,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,010 


5 

5 

5 

5 

5 

5 

5 

6 

5A 

5 

VA 


FORSYTH  COUNTY  (6-30-26) 
(a)  For  Schools 


12-15-24 
9-1-25 
1926 


57.0C0 
400,000 
250,000 


1942 
1938 
1956 


Funding §    51 ,0CO 

Building 400,000 

Building 250,000 


±A 
4M 
4^ 


(b)  For  Purposes  Other  Than  Schools 


7-1-13 
7-1-13 
1-1-19 
7-1-21 
5-1-22 
4-1-26 


85 ,000 
100,000 
100,000 
300 ,000 
800  ,000 
275  ,000 


S  1943 
1933 
S  1930 
S  1934 
1944 
1956 


Funding 

Roads 

Roads 

Roads 

Roads 

Court  house. 


85  ,000 
50 ,000 
70,000 
250 ,000 
800, OuO 
275 ,000 


5 
5 
5 
6 
5 
4M 


FRANKLIN  COUNTY  (12-1-26) 
(b)  For  Purposes  Other  Than  Schools 


1916 

1920 

1920 

3-1-23 

6-1-24 

1-1-27 


20 ,000 
50 ,000 
60,000 
45 ,000 
30 ,000 
55 ,000 


1946 

1940 
1930-40 
1929-53 
1910-54 

1957 


Bridges 

Bridges 

Bridges 

Funding 

Bridges 

County  home 


20 ,000 
50 ,000 
50,000 
45 ,000 
30 ,000 
55 ,000 


5 

5A 

6 

5 

5 

5 


Part  IV 


467 


TABLE  XVII— Continued 

GASTON  COUNTY  (6-30-26) 
(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

10-1-05 

8  1C0, COO 
200 ,000 

30,000 
100,000 

80 ,000 
600,(00 
100,000 
800.CC0 
300,000 
100, COO 

50 ,000 

1935 

1938 

1941 

Serial 

Serial 

1921-49 

1946 

1923-46 

1928-52 

1931-55 

1931-55 

S  100,000 
200 ,000 

30 ,000 
100,000 

80 ,000 
415,000 
100 ,000 
730,000 
300,000 
100,000 

50,000 

4 

10-1-08 

4 

2-1-11 

5 

7-1-15 

Roads  and  liquidation  of  debts. . 

5 

2-1-17 

4% 

10-1-19 

5 

4-1-21 

6 

1-1-22 

6 

3-15-23 

5 

5-1-26 

&A 

5-1-26 

4A 

GATES  COUNTY  (12-7-26) 
(a)  For  Schools 


S    18,000 


Funding.... {     12,000 


(b)  For  Purposes  Other  Than  Schools 

1-1-25 

8  100,000 

1930-53 

t  100,000 

5 

GRAHAM  COUNTY 
(a)  For  Schools 


1-1-24 


$     10,500 


1925-45       Funding. 


9,000 


(b)  For  Purposes  Other  Than  Schools 

7-1-23 

8     15 ,000 
100,000 
50 ,000 

1943 
1935-2025 
1946-86 

8     15,100 
100,000 
50,000 

8          322 

6 

8-1-25 

Roads 

Roads  and  bridges    

6 

6-1-26 

5% 

GRANVILLE  COUNTY  (6-30-26) 
(a)  For  Schools 


7-15-23 

8    30,000 
240 ,000 

1924-53 
1935-44 

S    28,000 
240  ,000 

5 

1924 

5 

(B) 

?or  Purposes  Other  Than  Schools 

5-1-09 

$  100,000 
40 ,000 
80 ,000 
150,000 
30,000 
18  ,000 

1939 
1942 
1939 
1946 
1943 
1935-44 

8  100,000 
40,000 
80 ,000 
150  ,000 
30 ,000 
18,000 

8    26,524 
810 

4J^ 

12-1-12 

5 

7-7-19 

5 

11-1-21 
7-15-23 

Roads,  bridges  and  funding 

19  ,509 
3,144 

6 
5 

1924 

468 


Report  of  Educational  Commission 


TABLE  XVII— Continued 


GREENE  COUNTY  (11-9-26) 
(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


10- 1-09 
2-1-16 
2-1-16 
2-1-16 

12-1-19 
7-1-21 

4-15-20 


30 ,000 

20 ,000 

12,000 

18 ,000 

100,000 

550 ,000 

100,000 


1910-35 
1922-32 
1932-38 

Serial 

1940 

1931 

1940 


Court  house 

Road  improvements 

Road  refunding 

Bridges 

Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 


14 ,000 

10,000 

12,000 

18  ,000 

100,000 

550,000 

100,000 


5 
5 
5 
5 


GUILFORD  COUNTY 
(a)  For  Schools 


•10-1-13 

%    10,000 
8,000 
22,500 
10 ,000 
10 ,000 
10 ,000 
500 ,000 

1943 
1944 
1944 
1946 
1946 
1949 
S1953 

%    10,000 
7,500 
22  ,000 
10,000 
10,000 
10,000 
500,000 

5 

♦8-1-14 

5 

♦8-1-14 

5 

♦9-1-16 

South  Buffalo 

5 

♦9-1-16 

Whitsett        

5 

♦8-1-19 

5 

5-1-23 

5 

(b)  For  Purposes  Other  Than  Schools 


6-1-03 
1-1-13 
11-1-17 
1-1-20 

1921 

3-1-22 

9-1-22 

9-1-22 

7-1-24 

7-1-24 


%  300 ,000 

23,917 

250 ,000 

250 ,000 

24 ,000 

1 ,000 ,000 

100,000 

1 ,000 ,000 

40,000 

120,000 


1933 
1944 
1951 
1947 
1946 
1951 
1957 
1951 
1929 
1928 


Roads. -. 

Railroad  aid... 

Court  house 

Court  house 

Jackson  Training  School 

Road  improvements 

Tuberculosis  hospital 

Road  improvements 

Roads  and  bridges 

Roads  and  bridges 


%  300,000 

23,917 

250 ,000 

210,000 

19 ,000 

1,000,000 

94 ,000 

1 ,000 ,000 

40 ,000 

120 ,000 


5 
6 
5 
5 
5 

M. 
5 
4 
4 


HALIFAX  COUNTY  (11-30-26) 
(b)  For  Purposes  Other  Than  Schools 


7-1-09 
1-1-14 
1-1-15 
1-1-15 

11-1-19 
7-1-21 
5-1-21 

10-1-22 
9-1-23 

11-1-24 
5-1-25 
8-1-25 


40 ,000 

51 ,000 

15 ,000 

20 ,000 

250 ,000 

150,000 

250 ,000 

40,000 

25 ,000 

35 ,000 

105,000 

500 ,000 


1913-29 
S1956 
1936-46 
S1935 
1920-49 
1931-40 
1922-51 
1927-52 
1939-43 
1925-59 
1926-55 
1940 


Court  house 

Roads 

Bridges 

Jail 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 

County  home 

Roads  and  bridges 

County  home  and  funding 

Funding 

Roads  and  bridges 


32 ,000 

45 ,000 

15 ,000 

9,000 

208 ,000 

150 ,000 

220 ,000 

39 ,000 

25 ,000 

34 ,000 

103 ,000 

500,000 


6 
6 
6 
6 
5M 


5 
5 

m 


♦Assumed  from  these  districts  by  the  county,  by  vote  of  people. 


Part  IV 


469 


TABLE  XVII— Continued 

HARNETT  COUNTY  (6-30-26) 
(a)  For  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1-1-26 

1  100,000 

1936-55 

$  100,000 

5 

(b)  Fob  Purposes  Other  Than  Schools 


7-1-07 

1-1-09 

2-15-22 

11-1-23 

1-1-24 

12-15-26 


36,000 
38 ,000 

150,000 
40 ,000 
40 ,000 

100 ,000 


S1937 
1910-39 
1933-52 
1924-43 
1925-44 

1955 


Funding 

Bridges .. -. 

Roads  and  bridges 
Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 


30 ,000 
26 ,000 

150,000 
36 ,000 
36 ,000 

100 ,000 


5 
5 
6 

5 


HAYWOOD  COUNTY  (11-1-26) 
(b)  For  Purposes  Other  Than  Schools 


3-1-04 
6-1-15 
6-1-15 
1-1-21 
3-1-21 

12-1-21 
9^1-23 

11-1-23 
7-1-24 

11-1-24 
4-1-25 

10-1-26 


50 ,000 
47 ,000 
10,000 
60,000 
100,000 
300 ,000 
50  ,C00 
50 ,000 
150,000 
50 ,000 
100,000 
100,000 


1934 

1945 

1945 

S1927 

1950 

1950 

1952 

1953 

1954 

1956 

1945 

1956 


Roads  and  bridges. 
Roads  and  bridges 
Roads  and  bridges. 
Roads  and  bridges 

Roads 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Hospital... 


50 ,000 
47  ,C00 
10,000 
12 ,000 
100 ,000 
300,000 
50 ,000 
50,000 
150,000 
50 ,000 
100 ,000 
100,000 


5H 

5V2 

5 

5 

6 

5 


HENDERSON  COUNTY  (7-1-26) 
(b)  For  Purposes  Other  Than  Schools 


5-2-04 
1-1-13 
8-1-16 

12-1-17 
1-1-21 
4-1-21 

9-15-23 
1-1-23 
7-1-23 
2-1-25 
7-1-25 

2-15-26 
9-1-26 


38 ,000 

20 .000 

25 .001 
50,000 
75 ,000 

590,000 
80 ,000 
130,000 
25 ,000 
80 ,000 
100 ,000 
850,000 
100 ,000 


S1942 

S  1929 

S1931 

Serial 

S1951 

S1951 

1938 

1938 

1933 

1944 

1949 

1928 

1927 


Court  house 

Bridges 

Flood  debt.. 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 

Road  funding 

Roads  and  bridges 

Funding.. 

Railroads 

Jail 

Loan  to  state 

Loan  to  state 


16,000 

3,000 

11 ,000 

34 ,000 

65 ,000 

500 ,000 

80,000 

130,000 

25 ,000 

80,000 

100 ,000 

850 ,000 

100 ,000 


35 ,000 


6 

6 

6 

5V2 

5V2 

5M 

5 

5 


HERTFORD  COUNTY  (12-1-26) 
(b)  For  Purposes  Other  Than  Schools 


11-1-21 
11-1-21 


$  200 ,000 
300 ,000 


1932-46 
1947-51 


Roads  and  bridges. 
Roads  and  bridges. 


200 ,000 
300,000 


$    25,149 


470 


Report  of  Educational  Commission 


TABLE  XVII— Continued 


HOKE  COUNTY  (11-1-26) 
(a)  Fob  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

11-1-23 

8    15,000 

S  1953 

$      13 ,500 

Wi 

(b)  Fob  Pubposes  Otheb  Than  Schools 


6-1-11 
6-1-li 
8-1-13 

10-1-20 
4-1-21 

11-1-23 
3-1-25 
5-1-26 


6-1-13 
3-1-17 
6-2-18 
3-1-20 

11-1-20 
3-1-22 

12-1-23 
5-1-26 


50 ,000 
50 ,000 
7,000 
25  ,000 
25  ,000 
15 ,000 
20,000 
20 ,000 


S1942 

1941 

1943 

S1935 

1941 

1948 

S1954 

S1955 


Court  house 

Roads 

Court  house 

Roads  and  bridges. 
Roads  and  bridges. 

Roads.. 

Roads 

Roads  and  bridges. 

Sinking  fund 


32 ,000 
50 ,000 
7,000 
23 ,000 
25 ,000 
15 ,000 
20 ,000 
20 ,000 


$  13,182 


72  ,000 
18  ,000 
12,000 
19,000 
75  ,000 
65  ,000 
50 ,000 
75  ,000 


1931 

1938 

S1931 

S1938 

1949 

1962 

1953 


Funding 

Funding 

Funding... 

Funding 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 


72  ,000 
18  ,000 
5,000 
12,000 
75 ,000 
65  ,000 
5C  ,000 
75 ,000 


HYDE  COUNTY  (6-30-26) 
(a)  Fob  Schools 

7-1-23 

$    40,000 

1953 

$      40 ,000 

6 

(b)  Fob  Pubposes  Otheb  Than  Schools 

IREDELL  COUNTY  (11-30-26) 
(b)  Fob  Pubposes  Otheb  Than  Schools 


7-1-11 
8-1-12 
8-1-12 
5-1-13 
5-1-13 
10-1-17 
10-1-17 
4-15-21 
7-1-23 
7-15-24 
4-1-25 
7-1-26 


$  75,000 
50 ,000 
100,000 
125  ,000 
80 ,000 
20 ,000 
40 ,000 
300 ,000 
300,000 
200 ,000 
1 ,000 ,000 
50 ,000 


1951 

1932 

1942 

1943 

S  1945 

S1942 

S1927 

S1956 

S1948 

S1949 

S1950 

1950 


Road  improvements 
Road  improvements 
Road  improvements 
Road  improvements 

Bridges 

Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges. . 
Refunding 


5      75 ,000 

50 ,000 

100 ,000 

125 ,000 

59 ,000 

16 ,000 

4,000 

275 ,000 

270,000 

190 ,000 

1,000,000 

50  000 


28,125 
35,000 
46,667 
54,167 


Part  IV 


471 


TABLE  XVII— Continued 

JACKSON  COUNTY 
(a)  Fob  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1-1-24 

$    13,000 

S1944 

%    11 ,000 

5 

(b)  For  Purposes  Other  Than  Schools 


5-1-20 
6-1-20 
9-1-22 
2-1-24 


100 ,000 
150 ,000 
250 ,000 
50 ,000 


1931-40 
1941-50 
1936-60 
1939-63 


Roads  and  bridges 

Roads 

Roads 

Roads 


%  100,000 
150,000 
250 ,000 
50 ,000 


JOHNSTON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


1-1-21 
10-1-25 
2-1-26 
5-1-26 


S  500 ,000 
150,000 
240 ,000 
130 ,000 


1-1-51 
1960 
1936 
1941 


Court  house  and  jail 

Roads  and  Bridges 

Loans  to  state  highway 
Loans  to  state  highway 


500 ,000 
150,000 
240 ,000 
130,000 


!    56,000 


5 


JONES  COUNTY 
(a)  For  Schools 


3-1-24 

%    50,000 

S1954 

Funding 

%    48,000 

5 

(b)  For  Purposes  Other  Than 

Schools 

11-6-16 

$    15,000 

10 ,000 

50 ,000 

425  ,000 

1936 
1936 
S1949 
1945 

S    15,000 

10 ,000 

47 ,000 

425 ,000 

6 

12-1-16 

6 

12-1-19 

6 

9-1-25 

5 

LEE  COUNTY  (12-31-26) 
(a)  For  Schools 


$    23,000 


S  1935        Funding. 


19  ,000 


5M 


(b)  For  Purposes  Other  Than  Schools 


7-1-08 
5-1-12 
8-1-13 
7-1-15 
7-1-15 
7-1-22 
3-1-26 
8-1-26 


40 ,000 
100 ,000 
25 ,000 
50 ,000 
50  ,000 
50 ,000 
60 ,000 
40 ,000 


1938 
1952 
1943 
1955 
1955 
1952 
1956 
1956 


Court  house  and  jail 

Highway 

County  home 

Highway 

Highway 

Funding 

Highway 

Bridges 


40,000 
100,000 
25  ,000 
50 ,000 
50 ,000 
50 .000 
60,000 
40 ,000 


S  10,898 


7,534 

31 ,936 

3,891 

5 
5 
5 
5 
5 
5 

5 


472 


Eeport  of  Educational  Commission 


TABLE  XVII— Continued 

LENOIR  COUNTY  (9-25-26) 
(b)  Fob  Purposes  Other  Than  Schools 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


4-1-19 
6-1-19 
6-1-19 
6-1-19 
6-1-19 
6-1-23 


100,000 
600,000 
700 ,000 
200 ,000 
500 ,000 
100 ,000 


1939 
1934 
1944 
1946 
1949 
1943 


Road  building 
Road  building. 
Road  building. 
Road  building. 
Road  building. 
Road  building. 


75  ,000 
370,000 
700 ,000 
200 ,000 
500 ,000 
100 ,000 


Taxes 
levied 
each  year 
to  cover  \ 
amount 
coming 
due. 


5V2 
5M 


oV2 
5 


LINCOLN  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


7-1-13 

S  50,000 
50 ,000 
100,000 
39 ,000 
-  30 ,000 
35 ,000 
1C0 ,000 
125 ,000 
225  ,000 

1943 
1948 
1954 

1926-45 

1941 

1951 

1950 

1951 
1938-57 

S  50,000 
50 ,000 
100 ,000 
39 ,000 
30 ,000 
35 ,000 
100 ,000 
125 ,000 
225 ,000 

5 

7-1-13 

5 

7-1-14 

5 

1-1-15 

5H 

12-1-16 

5 

12-1-16 

5 

9-1-20 

6 

5-1-21 

6 

4-1-23 

4J4 

MACON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


1-1-14 
3-1-21 

11-1-21 
1-1-24 

10-1-24 
4-1-25 
3-1-26 
3-1-26 

11-1-26 


80 ,000 
23 ,000 

100 ,000 
20 ,000 

100,000 
75 ,000 
57 ,000 
18 ,000 

325 ,000 


1944 
1941 
1941 
1934 
1954 
1955 
1956 
1943 
1956 


Roads 

Roads 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges. 
Roads  and  bridges. 


80 ,000 
23  ,000 

100,000 
18 ,000 

100,000 
75,000 
57 ,000 
18  ,000 

325 ,000 


5M 

6 

6 


5H 
5M 
&2 
5V2 


MADISON  COUNTY  (6-1-26) 
(b)  For  Purposes  Other  Than  Schools 


7-1-05 
7-1-07 
1-1-16 
7-1-16 
7-1-13 
10-1-17 
9-1-19 
7-1-23 
6-1-25 


85 ,000 
30 ,000 
28,145 
20 ,500 
300 ,000 
125,000 
100,000 
50 ,000 
75 ,000 


1935 

Serial 

Serial 

Serial 

1943 

1927 

1949 

Serial 

Serial 


Jail  and  funding 

Court  house 

Bridges 

Bridges. 

Roads 

Roads 

Roads 

Roads 

Roads 


85  ,000 

12 ,000 

3,561 

2,000 

300 ,00C 

125 ,000 

100,000 

50,000 

75 ,000 


Part  IV 


473 


TABLE  XVII— Continued 

MARTIN  COUNTY  (11-10-26) 
(a)  For  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

12-1-23 

%  100,000 

1924-53 

%    96,000 

hYi 

(b)  For  Purposes  Other  Than  Schools 


6-1-19 
4-1-21 
3-1-22 
4-1-26 


150,000 

75 ,000 

300 ,000 

175 ,000 


1959 
1932-41 
1927-53 
1929-55 


Bridges... 

Funding 

Roads  and  bridges 
Roads  and  bridges 


150,000 

75,000 

300,000 

175  ,000 


%    12,467 


44 ,482 


5H 


5 


Mcdowell  county  (9-30-26) 

(b)  For  Purposes  Other  Than  Schools 


7-1-17 
7-1-19 
7-1-19 
7-1-20 
7-1-20 
12-1-21 
7-1-23 
3-1-25 
9-1-25 


20 ,000 

50,000 
100 ,000 
150,000 
150 ,000 
150,000 

60 ,000 
250 ,000 

18  ,000 


1939 

1949 

1949 

1950 

1951 

1951 
1925-36 
1930-54 
1926-34 


Funding 

Highway 

Highway 

Highway 

Highway 

Court  house 
Court  house 

Highway 

Court  house 


13,000 

50 ,000 
100 ,000 
150,000 
150,000 
150,000 

50,000 
250 ,000 

16 ,000 


?    36,436 


5V2 
5lA 

VA 


*3A 
5K 


MECKLENBURG  COUNTY  (10-8-26) 
(b)  For  Purposes  Other  Than  Schools 


9-1-13 
5-1-15 
11-1-20 
6-1-21 
6-1-22 
3-1-22 
2-1-25 


I  110,000 
215,000 
300 ,000 
600 ,000 

1,400,000 
75 ,000 
100 ,000 


1943 
Serial 
1936-50 
S  1931 
S1951 
S  1957 
S1955 


Jail 

Improvements 

Refunding  railroads. 

Highways 

Highways 

York  bridge 

Tuberculosis  hospital 


S  110,000 
105 ,000 
300 ,000 
450 ,000 
1 ,400 ,000 
55 ,000 
98 ,000 


5 
6 
6 

5 

5 


MITCHELL  COUNTY  (11-30-26) 
(b)  For  Purposes  Other  Than  Schools 


1-1-22 
9-1-24 
3-1-25 


200,000 
325  ,000 
50 ,000 


1943-52 
1927-53 
1931-55 


Roads.. 
Roads.. 
General 


200 ,000 
325 ,000 
50 ,000 


f    23,897 


5% 


MONTGOMERY  COUNTY  (6-30-26) 
(b)  For  Purposes  Other  Than  Schools 


8-1-20 
11-1-20 
2-1-22 
2-1-22 


100 ,000 

160,000 

50 ,000 

300 ,000 


1941 
1950 
1952 
1952 


Roads  and  bridges... 
Court  house  and  jail 
Court  house  and  jail 
Roads  and  bridges... 


S    25,543 


474 


Report  of  Educational  Commission 


TABLE  XVII— Continued 

MONTGOMERY  COUNTY—  Continued 

(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

6-1-22 

%  100,000 
100 ,000 
150 ,000 
100,000 
100,000 

1951 
1953 
1953 

1953 
1953 

S  100  ,000  ' 
100,000 
150,000 
100,000 
100 ,000  J 

S    25,543 

(      VA 

1-1-23 

sy2 

5-1-23 

hYi 

11-1-23 

514 

10-1-24 

5M 

MOORE  COUNTY  (11-16-26) 
(a)  For  Schools 


9-1-25 
10-1-25 


51 ,000 
22  ,000 


1926-46 
1926-46 


Funding. 
Funding. 


51 ,000 
21 ,000 


51-i 
5X 


(b)  For  Purposes  Other  Than  Schools 


7-1-09 
12-1-21 

1911 

1-1-21 
11-1-21 
10-1-23 

8-1-26 


20,000 
150,000 
82 ,000 
65  ,000 
100 ,000 
50 .000 
50 ,000 


1914-33 
1931-51 
1921-46 
1931-51 
1931-50 
1928-52 
1952-61 


Bridge  funding 

Court  house 

Highways 

Highways 

Highways 

Bridges 

Bridges. 


6,000 
150,000 
69 ,000 
65  ,000  ' 
100 ,000 
50 ,000 
50 ,000 


I     15 ,000 


5^-6 
6 
6 
5V2 

m 


NASH  COUNTY  (12-30-26) 
(b)  For  Purposes  Other  Than  Schools 


%  144,000 
192 ,000 
140 ,000 
230 ,000 
175,000 
325 ,000 

S  144,000 
192  ,000 
112,000 
230,000 
175  ,000 
325 ,0C0 

7-1-24 

1934 
1944 
1966 
1966 

5 

10-1-24 

County  home,  jail  and  bridges... 

1% 

8-1-26 

4M 

8-1-26 

IK 

NEW  HANOVER  COUNTY  (6-30-26) 
(a)  For  Schools 


7-1-13 
1-1-18 
2-1-19 
7-1-20 
7-1-19 


S  175,000 
125 ,000 
100,000 
225 ,000 
125 ,000 


7-1-38 

1948 

Serial 

Serial 

Serial 


Building 
Building 
Building 
Building 
Building 


8  175,000 
125  ,000 
80 ,000 
180 ,000 
100 ,000 


$    96,992 


(b)  For  Purposes  Other  Than  Schools 

1-1-02 

$    50,000 
50 ,000 
50 ,000 
50 ,000 
100,000 

1-1-27 
1-1-30 
7-1-33 
7-1-36 
7-1-38 

S    50,000  ' 
50 ,000 
50 ,000 
50 ,0C0 
100,000 

%  129,974 

(      4H 

1-1-05 

4 

7-1-08 

j      VA 

7-1-11 

VA 

7-1-13 

Roads 

5 

Part  IV 


475 


TABLE  XVII— Continued 

NEW  HANOVER  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools — Continued 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


7-1-15 
1-1-15 
7-1-17 
8-1-17 
7-1-19 
7-1-21 
1-1-24 


1-1-10 
4-1-25 
5-1-23 
5-1-20 
8-1-23 
8-1-23 
8-1-23 


22 ,000 
35 ,000 
17 ,000 
20 ,000 
50,000 
50 ,000 
225 ,000 


1927 

1-1-35 

1937 

1929 

1944 

Serial 

Serial 


Drainage 

Work  house... 
County  home 

Drainage 

Ferry 

Ferry. 

Court  house.. 


4,400 
35 ,000 
17 ,000 
10,000 
50 ,000 
42  ,000 
225 ,000 


16,887 
10,320 


21 ,303 


40,000 
80,000 
25 ,000 
50 ,000 

100 ,000 
50 ,000 

150,000 


1940 
1926-45 
1924-48 
1941-50 
1924-33 

S  1943 
1934-48 


Railroad  funding.. 

Funding 

Court  house 

Roads  and  bridges 

Roads 

Roads 

Roads 


40 ,000 
76 ,000 
22  ,000 
50 ,000 
70 ,000 
50 ,000 
150,000 


NORTHAMPTON  COUNTY 
(a)  For  Schools 

8-1-24 

$    33,000 

1948 

$    33,000 

&A 

(b)  For  Purposes  Other  Than  Schools 

6-1-24 

%    45,000 

1940 

$    45,000 

5 

ONSLOW  COUNTY  (12-6-26) 
(b)  For  Purposes  Other  Than  Schools 

5 
5 
6 
6 

5     ' 


ORANGE  COUNTY 
(a)  For  Schools 


1923 


65  ,000 


S  1937        Funding $    50,000 


5^ 


(b)  For  Purposes  Other  Than  Schools 


7-1-07 
1913 
1921 
1925 


$    40,000 

250 ,000 

99 ,000 

65 ,000 


1937 
1931 
S1931 
S1955 


Roads 

Roads 

Roads  and  bridges 
Jail 


$    43,000 


PAMLICO  COUNTY 
(a)  For  Schools 


1-1-24     $  125,000 


1954 


Funding $  121,000 


VA 


476 


Report  of  Educational  Commission 


TABLE  XVII— Continued 

PAMPLICO  COUNTY— Continued 
(b)  Fob  Purposes  Other  Than  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

9M-04 

%    20,000 
100,000 
100,000 
80 ,000 
40 ,000 
80 ,000 

1934 
1948 
1949 
1972 
1953 
1973 

$    20,000' 
100 ,000 
100,000 
80 ,000 
40 ,000  , 
80 ,000 

$      7 ,000 

(      5 

3-1-18 

6 

7-1-19 

J       6 

5-1-23 

5V2 

[      6 

11-1-23 

1-1-24 

blA 

PASQUOTANK  COUNTY  (11-30-26) 
(b)  For  Purposes  Other  Than  Schools 


6-1-19 
9-1-21 
7-1-25 


$  500,000 
250 ,000 
250 ,000 


S1949 

1951 

1955 


Road  building 
Road  building 
Road  building 


460 ,000 
250 ,000 
250 ,000 


$    13 ,835 


5 

6 
4M 


PENDER  COUNTY  (11-15-26) 
(b)  For  Purposes  Other  Than  Schools 


1-1-20 
8-1-20 
6-1-21 
7-1-24 


100 ,000 
100,000 
60 ,000 
35  ,000 


1921-40 
1931-40 
1937-44 
1929-33 


Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Jail 


70 ,000 
100 ,000 
60 ,000 
35,000 


69,919 


oV2 


PERQUIMANS  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


2-1-21 

$  300 ,000 

350,000 

15,000 

1924-51 
1925-52 
1926-40 

$  270 ,000 

337  ,000 

14 ,000 

6 

4-1-22 

6 

4-1-25 

6 

PERSON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


1-1-15 
5-1-19 
1-1-22 
5-1-23 


S    75,000 

225 ,000 

300 ,000 

15 ,000 


1955 
S1956 
S1956 
1943 


Roads 
Roads 
Roads 
Roads 


75 ,000 
210,000 
290 ,000 

15,000 


S     10,601 


5 

5 

5% 

5 


PITT  COUNTY  (9-25-26) 
(a)  For  Schools 


10-1-24     $  100,000 


1926-54       Funding. 


98 ,000 


(b)  For  Purposes  Other  Than  Schools 


7-1-07 
7-1-08 


$    50,000 
50,000 


1937 
1938 


Training       school,       building, 

E.  C.  T.  C 

Bridges 


?    50,000 
50 ,000 


Part  IV 


477 


TABLE  XVII— Continued 

PITT  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools — Continued 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity- 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


2-1-11 
3-1-17 
6-1-19 
5-1-20 
4-1-21 
4-16-23 
9-1-23 
3-1-25 


75 ,000 
50 ,000 
100 ,000 
500 ,000 
500,000 
400 ,000 
326,000 
200 ,000 


1941 

1947 

1959 

1935 
1932-61 
1948-63 
1948-63 
1950-65 


Court  house  and  jail 

Bridges 

Funding 

Roads 

Roads - 

Roads  and  bridges... 
Roads  and  bridges... 
Roads  and  bridges... 


$  104,543 


5 

5 

5 

6 

6 

5 

5K 

iV2 


POLK  COUNTY 
(a)  For  Schools 


9-1-26 


115,000 


Funding. $  115,000 


VA 


(b)  For  Purposes  Other  Than  Schools 


10-1-07 
11-1-1 I 
6-6-13 
7-1-15 
7-15-15 
8-1-16 
3-1-18 
1921 
7-1-21 
7-1-23 
4-1-24 
7-1-25 
7-1-25 


12,000 

9,000 

100 ,000 

8,500 

15  ,000 

13 ,000 

15  ,000 

25 ,000 

15,000 

63  ,000 

10,000 

30,000 

25 ,000 


1927 


1943 
1935 
1945 
1923-35 
1938 
1933 
Serial 
1948 


1954 


Roads  and  bridges... 

Funding 

Roads  and  bridges... 
Roads  and  bridges... 
Roads  and  bridges... 

Roads. 

Roads 

Roads  and  bridges... 

County  home 

Roads  and  bridges... 

Water  systems... 

Improvements 

Highway  and  bridges 


12  ,000 

2,000 

100 ,000 

8,500 

15 ,000 

10,000 

15 ,000 

25 ,000 

12  ,000 

63 ,000 

10,000 

30  .000 

25 ,000 


5H 

6 

6 

5H 

6 

6 


RANDOLPH  COUNTY  (12-6-26) 
(b)  For  Purposes  Other  Than  Schools 


4-1-16 

1  30,000 
50 ,000 
50 ,000 
30 ,000 
5,000 
150,000 
122 ,000 
500 ,000 

1931 

Serial 

1947 

1934 

1934 

1950 

S1951 

1953 

$  10,000 
43  ,500 
50 ,000 
30 ,000 
5,000 
150,000 
119,000 
500 ,000 

5 

10-1-15 

5 

1-1-17 

5 

7-1-17 

5 

7-1-19 

5 

10-1-20 

6 

4-15-23 

5 

2-1-25 

4K 

RICHMOND  COUNTY  (6-30-26) 
(b)  For  Purposes  Other  Than  Schools 


7-1-05 
7-1-09 
1-1-11 
1-1-11 
1914 


$    25,000 

20 ,000 

15 ,000 

15 ,000 

6,000 


1935 

1939 

S1930 

1941 

Serial 


County  refunding 
County  refunding 

Jail 

County  refunding 
Roads 


$    25,000 

20 ,000 

5,000 

15 ,000 

500 


5 

5 

5H 

5lA 

6 


478 


Eeport  of  Educational  Commission 


TABLE  XVII— Continued 

RICHMOND  COUNTY—  Continued 
(b)  Fob  Purposes  Other  Than  Schools — Continued 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

11-1-15 

$    25,000 

15 ,000 

25 ,000 

200 ,000 

75 ,000 

50 ,000 

300 ,000 

150,000 

S  1934 
S1943 
S  1945 

1932-51 
1952 
S  1953 
S  1955 

1927-56 

$    20,500 
11,000 
15  ,000 
200 ,000 
75 ,000 
50 .000 
290 ,000 
150 ,000 

5 

3-1-17 

4% 

3-1-17 

6 

9-1-21 

7-1-22 

5 

9-1-24 

4M 

7-1-25 

Wa. 

1-1-26 

4$i 

ROBESON  COUNTY  (12-30-26)     ' 
(b)  For  Purposes  Other  Than  Schools 


11-1-07 
5-1-08 
2-1-24 
5-4-25 
6-1-25 


50 ,000 
25  ,000 

100,000 
75 ,000 

100,000 


1937 
1938 
1953 
1955 
1955 


Court  house 

Jail... -. 

County  home.,.. 
County  highway 
County  home 


8  50,000 
25 ,000 

100,000 
75 ,000 

100 ,000 


S    45,477 


13 ,500 


5V2 
5 

IK 


ROCKINGHAM  COUNTY  (7-1-26) 
(a)  For  Schools 


2-1-25   S  600,000 


1926-55   Funding... $  597,000 


(b)  For  Purposes  Other  Than  Schools 


1-1-11 
12-1-14 
5-1-18 
4-1-19 
10-1-19 
11-1-20 
3-1-21 
1-1-22 
3-1-23 
5-1-24 
2-1-25 


34 ,000 
30 ,000 
225 ,000 
225 ,000 
300 ,000 
200 ,000 
300 ,000 
400 ,000 
547 ,000 
400 ,000 
400 ,000 


1913-29 
1917-41 
1920-48 
1922-49 
1920-44 
1922-41 
1923-42 
1923-47 
1925-48 
1925-50 
1926-55 


Jail  and  roads 

Roads  and  bridges 

Roads 

Roads 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Funding  roads 


6,000 

25 ,000 

202 ,000 

200  ;ooo 

228  ,000 
150 ,000 
240 ,000 
360,000 
537 ,000 
380 ,000 
398  ,000 


&V2 

6 

5J4 

5 

6 

6 

5^ 

5 

4% 


ROWAN  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


4-7-03 

%    25,000 
115,000 
25 ,000 
20 ,000 
20 ,000 
500 ,000 
20,000 
20 ,000 
70 ,000 

Serial 
1914-42 
1916-45 
1917-45 
1918-60 
1924-51 
1947-56 

1948 

1954 

Health    

$    10,500 
78 ,000 
19,000 
15 ,000 
17 ,000 
470 ,000 
20 ,000 
20 ,000 
70 ,000 

5 

6-1-12 

5 

2-1-14 

5 

1-1-14 

6 

4-1-15 

5V2 

11-15-21 

6 

4-1-15 

5H 

12-10-24 

5 

12-10-24 

5 

Part  IV 


479 


TABLE  XVII— Continued 

RUTHERFORD  COUNTY  (12-31-26) 
(a)  Fob  Schools 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


3-1-26 
8-1-23 


250 ,000 
63  ,000 


1951 
1926-85 


Building. 
Funding. 


250 ,000 
59  ,000 


5 

5lA 


(b)  Fob  Pubposes  Other  Than  Schools 


1-1-08 
7-1-13 
9-1-16 
3-1-.. 

10-1-.. 
8-1-20 
3-1-21 

10-1-22 
4-1-23 
8-1-23 
4-1-23 
7-1-24 
8-1-23 
7-1-24 

10-1-24 
7rl-25 
1-1-26 


46  ,000 
250 ,000 
60 ,000 
40 ,000 
5,000 
55  ,000 
49 ,000 
50,000 
50 ,000 
36 ,000 
50 ,000 
70 ,000 
45  ,000 
55  ,000 
60 ,000 
250 ,000 
32  ,000 


1927-45 
1926-52 
1927-48 

1944 

1931 
1926-36 
1927-44 
1927-44 
1938-53 

S  1931 
1938-53 
1926-64 
1938-53 
1929-64 
1953-60 
1930-55 
1927-36 


Court  house 

Roads 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges... 

Roads  and  bridges — 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 

Charlotte,  Asheville  highway  .  . 

Roads  and  bridges. 

County  home 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 

Court  house 

Refunding 


36 
230 
48 
36 
5 
55 
36 
50 
50 
24 
50 
68 
45 
55 
60 
250 
32 


,000 
,000 
,000 
,000 
,000 
,000 
.000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
.(00 


VA 

5 

5 

6 

VA 

6 

6 

6 

5 

6 

5 

5V2 
5M 
5 
VA 


SAMPSON  COUNTY  (12-1-26) 
(a)  Fo,r  Schools 


7-1-25 


40 ,000 


1955 


Funding. 


40 ,000 


VA 


(b)  For  Purposes  Other  Than  Schools 


7-1-13 

$   4,000 
3,500 
25  ,000 
25  ,000 
25  ,000 
20 ,000 
25  ,000 
175  ,000 
100 ,000 
100  ,C00 
100,000 
100 ,000 
45,000 
100 ,000 
30 ,000 
170,000 

1933 

$   4  ,000  ' 
3,500 
25  ,000 
25  ,000 
25 ,000 
20 ,000 
25 ,000 
175  ,000 
100,000 
100,000 
100 ,000 
100 ,000 
45 ,000 
100 ,000 
30 ,000 
170,000 

%   147,996  - 

5 

6 

1-1-14 

1934' 

1935 

1936 

1937 

1737 

1938 

1938 

1939 

1939 

1941 

1941 

1942 

1943 

1947 

5 

1-1-15 

1-1-16 

5 

1-1-17 

5 

7-1-17 

5 

7-1-18 

5 

7-1-18 

5 

7-1-19 

5 

7-1-19 

5 

1-1-21 

6 

7-1-21 

6 

1-1-22 

6 

7-1-23 

5 

7-1-24 

i2A 

480 


Report  of  Educational  Commission 


TABLE  XVII— Continued 


SCOTLAND  COUNTY  (6-30-26) 
(b)  Fob  Purposes  Other  Than  Schools 

Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

10-1-01 

$    30,000 
125 ,000 
400 ,000 

S1931 
S1954 
S1956 

$      8 ,000 
123  ,000 
400 ,000 

$      1,710 

6 

5-1-24 

Donated  to  state  highway 

5 

3-1-26 

4% 

STANLY  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


7-1-07 

10-1-19 

2-1-20 

2-1-20 

2-1-21 

2-1-21 

7-21-21 

7-21-21 

7-7-23 

4-15-25 

5-15-25 

12-15-25 


100 ,000 
300 ,000 
125 ,000 
100,000 
100 ,000 

50 ,000 
100 ,000 
100  ,000 

50 ,000 
100,000 
100,000 
359 ,000 


S1937 
1922-49 
1930-50 
1925-50 
1932-51 
1926-37 
1931-60 
1931-60 
1928-52 

1945 

1945 
1930-52 


Railroads 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 

Funding. 

Roads  and  bridges 
Roads  and  bridges 

County  home 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 


55 ,000 
275 ,000 
125  ,000 

96  ,000 
100 ,000 

50 ,000 
100 ,000 
100,000 

50 ,000 
100 ,000 
100,000 
359 ,000 


5 
5^ 


5H 
5 
5 
5X 


STOKES  COUNTY  (2-2-27) 
(b)  For  Purposes  Other  Than  Schools 

5-1-22 

$    15,000 
150 ,000 
60 ,000 
60  ,000 
120 ,000 
30 ,000 

1937 
1933-52 
S  1941 
S1953 
S1955 
1955 

$    15,000 
150  ,000 
60 ,000 
60 ,000 
120,000 
30,000 

6 

6-1-22 

5^ 

6-5-23 

6 

7-1-24 

6 

5-1-25 

5 

5-1-25 

&A 

SURRY  COUNTY  (6-30-26) 
(b)  For  Purposes  Other  Than  Schools 


1-1-09 
1-6-11 
2-1-16 
4-1-16 
5-1-18 
9-1-19 
1-1-21 
1-1-21 
6-1-21 
1-1-22 
6-1-23 
6-1-23 


5, COO 
15 ,000 
100 ,000 
50 ,000 
100,000 
151 ,000 
75 ,000 
25 ,000 
150 ,000 
75 ,000 
105 ,000 
150,000 


1929 

1941 

S1946 
1926-46 
1933-58 

1949 

1951 

1936 

1951 

1942 

1943 

1953 


County  home... 

General .. 

Court  house  and  jail 

Bridges... 

Bridges 

Roads.. 

Roads 

Roads 

Roads 

Bridges 

General.. 

Roads 


5,000 
15 ,000 
94 ,000 
50 ,000 
100,000 
151 ,000 
75 ,000 
25 ,000 
150,000 
75 ,0C0 
105 ,000 
150 ,000 


$    11,375 


5 
5 
5 
5 

6 
5 
6 
6 
6 

5 
5 


SWAIN  COUNTY 
(a)  For  Schools 


2-1-24 


S    25,000 


1949  Funding. 


$    25,000 


5V2 


Part  IV 


481 


TABLE  XVII— Continued 

SWAIN  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 


Amount 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount 
in  Sink- 
ing Fund 


Interest 
Rate 


4-1-08 
4-1-15 
6-1-16 

4-28-19 
5-1-19 

12-1-21 
9-1-21 
1-1-25 

10-1-25 

10-1-25 
5-1-26 
9-1-26 

11-1-26 


24 ,000 
100,000 
150,000 
26 ,0C0 
30 ,000 
400,000 
55  ,(00 
40 ,000 
75 ,000 
95 ,000 
25  ,000 
25 ,000 
75 ,000 


S1928 

S1940 

1946 

S  1949 

S1933 

1950 

S1948 

1955 

1961 

1963 

1961 

1966 

1946 


Court  house 

Roads 

Roads 

Roads 

Bridges 

Roads  and  bridges 

Roads 

Funding 

Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 


9,000 
95 ,000 

150 ,000 
23  ,000 
17 ,500 

400 ,000 
51 ,000 
40 ,000 
75 ,000 
95 ,000 
25  ,000 
25 ,000 
75,000 


7-1-1895 
11-1-1900 
4-1-19 
5-1-20 
9-1-20 
4-1-21 
6-1-22 
5-1-23 
9-1-24 
1-1-25 


500 
25 ,000 
50 ,000 
50 ,000 

100 ,000 
50,000 

100 ,000 

125 ,000 
60 ,000 

125 ,000 


1930 
1924-49 
1921-50 
1925-49 
1922-46 
1937-51 
1933-52 
1925-54 
1935-59 


Railroad 

Railroad.. 

Roads  and  bridges... 
Roads  and  bridges... 
Court  house  and  jail 
Roads  and  bridges... 
Roads  and  bridges... 
Roads  and  bridges... 

Railroad 

Roads  and  bridges... 


500 
25 ,000 
47,000 
44 ,000 
96 ,000 
40 ,000 
100,000 
125 ,000 
58  ,000 
125 ,000 


2-1-09 
6-1-20 
1-1-25 
7-1-26 


f  6 ,500 
100 ,000 
12 ,000 
50  ,000 


1918-31 
1923-50 
1928-51 
1931-55 


Jail 

Roads  and  bridges 
Funding 

Roads  and  bridges 


2,000 
92 ,000 
12  ,000 
50 ,000 


6 
5 


5A 

5A 
5A 
VA 
VA 


TRANSYLVANIA  COUNTY  (6-30-26) 
(a)  For  Schools 

9-1-25 

f    60,000 

1936-55 

$    60,000 

5H 

(b)  For  Purposes  Other  Than  Schools 

5.4 

5V2 


VA 


5V2 
5% 


TYRRELL  COUNTY  (10-1-26) 
(a)  For  Schools 

1-1-25 

$    24,000 

1926-49 

$    23,000 

6 

(b)  For  Purposes  Other  Than  Schools 

UNION  COUNTY  (10-19-26) 
(a)  For  Schools 


10-1-23     $    45,000 


S  1953        Funding $    42,000 


5K 


31 


482 


Report  of  Educational  Commission 


TABLE  XVII— Continued 

UNION  COUNTY—  Continued 
(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

8-1-19 

$    50,000 
100  ,000 
150 ,000 
200  ,000 
150 ,000 
100 ,000 
250 ,000 
75  ,000 

1921-56 
S1945 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 

$    38,000 
80 ,000 
120, COO 
175 ,000 
130 ,000 
85 ,000 
238  ,000 
75 ,000 

5 

12-1-19 

5H 

6 

9-1-20 

12-1-20 

6 

7-1-21 

6 

10-1-21 

6 

3-1-22 

6 

11-15-26 

4% 

VANCE  COUNTY  (7-1-26) 
(b)  For  Purposes  Other  Than  Schools 


7-1-13 

$  100,000 
100 ,000 
25 ,000 
25 ,000 
85 ,000 
30 ,000 
150 ,000 

1933 

1953 

1935 

1953 

1936 

S1954 

1931 

I  100,000 
100,000 
25  ,C00 
25 ,000 
85  ,000 
29  ,000 
150 ,000 

5 

7-1-13 

5 

7-1-15 

5 

7-1-15 

5 

9-1-24 

5 

9-1-24 

5 

2-15-26 

4M 

WAKE  COUNTY 
(a)  For  Schools 


1-1-13 
1-1-24 


25 ,000 
40 ,000 


1933 
1925-28 


Funding. 
Funding. 


25 ,000 
30 ,000 


$    15,637 


(b)  For  Purposes  Other  Than  Schools 


1901 

1905 

1-1-05 

1905 

1909 

1913 

1914 

1915 

1915 

1918 

1918 

3-1-22 

3-1-22 


1923 
1925 
1925 
1926 


$  8  ,p00 
14 ,000 
15 ,000 
34 ,000 
18  ,000 
20 ,000 
75 ,000 

225  ,000 
41 ,000 
50 ,000 
50 ,000 
50 ,000 

175 ,000 

214 ,500 
40 ,000 
20 ,000 

175 ,000 

85 ,000 

1,300,000 


1929 

1931 

1935 

1935 

1935 

1929 

1943 

1944 

1945 

1945 

1948 

1948  . 
1938-62 
1938-62 
1928-48 

Serial 

Serial 

Serial 

Serial 


Bridges 

County 

County 

Railroad 

Roads. 

Roads 

County  hospital 

Court  house 

Funding  road 

Funding  road 

Funding  road 

Funding  county 

Funding 

Funding  road  building 

Roads  and  bridges 

Refunding  old  court  house 

Road  funding 

County  funding. 

Loan  to  state  highway  comm.. 

General  county  sinking  fund 

General  roads  sinking  fund 

Road  fundings  sinking  fund 


8,000 
14 ,000 
15  ,000 
34 ,000 
18  ,000 
20 ,000 
75  ,000 

225 ,000 
41 ,000 
50 ,000 
50 ,000 
50 ,000 

167,000 

206 ,000 
40 ,000 
20 ,000 

175  ,000 

85 ,000 

,300 ,000 


38 ,493 


67 ,600 
24 ,221 
13  ,980 


Part  IV 


483 


TABLE  XVII— Continued 

WARREN  COUNTY 
(a)  For  Schools 


1-1-15 
1-1-17 
1-1-19 
1-1-20 
6-1-22 
6-1-22 
5-1-23 
2-1-25 
6-1-25 
2-1-25 


30  ,000 
50 ,000 
25 ,000 
145  ,000 
70 ,000 
30,000 
20 ,000 
35 ,000 
35 ,000 
35  ,000 


S  1945 
1936-51 

S1942 
1930-50 

1930 

1947 

1953 
1930-35 

1942 

1960 


Funding 

Court  house 

Court  house 

Roads  and  bridges 
Roads  and  bridges 

Funding 

Roads  and  bridges 

Funding 

Funding 

Funding 


19  ,000 
49 ,000 
25  ,000 
133 ,000 
70 ,000 
30,000 
20 ,000 
35  ,000 
35 ,000 
35  ,000 


5-1-18 
2-1-19 
8-11-19 
2-10-20 
3-1-22 
10-1-22 
5-1-23 
5-1-25 
5-1-25 


50 ,000 
50 ,000 
50 ,000 
50,000 
100 ,000 
50 ,000 
50 ,000 
20 ,000 
40 ,000 


S1947 

S1949 

S1949 

S  1949 

1952 

1952 

1943 

1945 

1954 


Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Jail 


42  ,000 
46 ,000 
46 ,000 
46 ,000 
100,000 
50 ,000 
50 ,000 
20 ,000 
40 ,000 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

10-1-23 

S    65,000 

1928-31 

S    50,000 

6 

WASHINGTON  COUNTY  (2-1-27) 
(a)  For  Schools 

12-1-23 

$  100,000 

S1953 

S    94,000 

Wi 

(b)  For  Purposes  Other  Than  Schools 

sy2 

5V2 

W2 


WATAUGA  COUNTY  (11-30-26) 
(a)  For  Schools 

11-1-23 

$    18,000 

S1941 

$    15,000 

5H 

(b)  For  Purposes  Other  Than  Schools 

5V2 

5V2 

6 

6 

5*A 

hV2 

5 

5 


WAYNE  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


12-1-13 
7-1-19 
6-1-21 
3-1-22 
4-1-23 
6-1-24 

11-1-24 
5-1-25 


%  110,000 
75,000 
25 ,000 
200 ,000 
25,000 
25 ,000 
130,000 
25  ,C00 


S1957 
S1949 
S  1935 
1937 
S  1933 
S1936 
S  1949 
S  1939 


Court  house 

Bridges 

Bridges 

Funding 

Bridges 

Bridges 

Funding 

Bridges 


100 ,000 
73  ,000 
25 ,000 

200 ,000 
19 ,000 
25 ,000 

120 ,000 
25 ,000 


5 
5 
5 
5 
5 
5 


484 


Report  of  Educational  Commission 


TABLE  XVII— Continued 

WILKES  COUNTY 
(a)  For  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

7-2-23 

$    80,000 

1924-53 

$    74,000 

5^ 

(b)  For  Purposes  Other  Than  Schools 


3-1-15 
3-1-15 
7-1-16 

11-1-16 
9-1-18 

4-12-19 

4-12-19 

11-15-21 

5-1-22 

5-1-23 

12-1-24 


14 ,000 
11,000 
20 ,000 

250 ,000 
22  ,000 
25  ,000 

250 ,000 

275  ,000 
50 ,000 
30 ,000 

116,000 


S1935 
1916-35 

1936 
1927-51 

1938 
1934-58 
1934-58 
1941-60 
1933-52 
1943-52 
1934-62 


County  home 

Jail 

Bridge  repair 

Highway  improvement 
Bridge  repair 

Highway  improvement 
Highway  improvement 
Highway  improvement 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 


8,500 
5,500 
20 ,000 

250 ,000 
22 ,000 
25  ,000 

250 ,000 

275 ,000 
50 ,000 
30 ,000 

116,000 


$    36, 


WILSON  COUNTY  (10-1-26) 
(b)  For  Purposes  Other  Than  Schools 


10-1-20 
3-1-22 
6-1-24 
7-1-25 
4-1-26 


43  ,000 
217 ,500 
400 ,000 
625 ,000 
625 ,000 


S1932 
S1936 
S1953 
S  1954 
S1955 


New  county  home. 

Funding... 

New  court  house.. 
Roads  and  bridges 
Roads  and  bridges 


16,000 
169  ,500 
400 ,000 
625 ,000 
625 ,000 


YADKIN  COUNTY  (10-2-26) 
(b)  For  Purposes  Other  Than  Schools 


6-1-15 
9-1-15 
11-1-16 
3-1-17 
5-1-19 
1-1-21 
2-1-22 


40 ,000 
20 ,000 
12 ,000 
140 ,000 
50 ,000 
90 ,000 
60 ,000 


1945 

S1940 

1946 

1957 

1959 

1951 

1952 


Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges 
Roads  and  bridges. 


40 ,000 
15 ,000 
12,000 
140 ,000 
50 ,000 
90,000 
60,000  " 


S    75,783 


YANCEY  COUNTY 
(a)  For  Schools 


1925 


$    50,000  1955 


Funding. 


$    50,000 


Part  IV 


485 


TABLE  XVII— Continued 
YANCEY  COUNTY— Continued 

(b)  For  Purposes  Other  Than  Schools 


Date 
Issued 

Amount 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount 
in  Sink- 
ing Fund 

Interest 
Rate 

1908 

S    30,000 
125 ,000 

25  ,000 
150 ,000 

20 ,000 
150 ,000 
105 ,000 

95 ,000 
100,000 

S1938 
S1953 

I    12 ,000 
111  ,000 

25 ,000 
135,000 

15 ,000 
150 ,000 
105 ,000 

95 ,000 
100 ,000 

6 

1913 

5M 

1915 

5 

1919 

S1946 

S1942 

1962 

1963 

1963 

1964 

6 

1922 

6 

1922 

6 

1923 

6 

1923 

6 

1924 

6 

486 


Report  of  Educational  Commission 


TABLE  XVIII— LIST  OF  BOND  ISSUES  OF  DISTRICTS  AND  TOWNSHIPS  OUTSTANDING, 

1926 


ALAMANCE  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  50,000 
6,000 
20 ,000 

1922 
1925 
1922 

S  1952 
S  1941 
S1952 

$  46 ,000 
6,000 
19,000 

h\i 

Eli  Whitney 

6 

Building 

6 

Special  Charter 


Burlington' 

Graham  If.. 

Haw  River 
Mebane 


%  40,000 

1915 

1945 

150 ,000 

1923 

1927-53 

10 ,000 

1904 

1934 

50 ,000 

1921 

Serial 

20 ,000 

1922 

1924-51 

75 ,000 

1922 

1924-52 

Building 
Building. 
Building 
Building 
Building 
Building 


f  40,000 
141 ,000 
10,000 
45 ,000 
18  ,500 
71 ,000 


5 
5 
5 
6 
6 
5H 


ALEXANDER  COUNTY 
(a)  For  Schools 


Stony  Point. 
Taylorsville.. 


35 ,000 
50 ,000 


7-1-22 
5-1-22 


S1948 
S1943 


Funding. 
Funding. 


33  ,000 
46 ,000 


ANSON  COUNTY 
(a)  For  Schools 


JSpecial  District. 


$    6,000     7-1908 


1939         Funding. 


6,000    6 


Special  Charter 


Morven 

Wadesboro 
Wadesboro 


$    8,000 

1909 

S  1930 

15 ,000 

1908 

S  1928 

125  ,000 

1922 

Serial 

Funding 
Funding 
Funding 


$    4,000 

12 ,000 

113,000 


12 ,000 


BEAUFORT  COUNTY 
(a)  For  Schools 


Aurora 

fBelhaven 

fBelhaven 

Pantego 

Terra  Ceia 

JSpecial  District 


$  10,000 

1915 

1935 

4,000 

1911 

1941 

16,000 

1909 

1939 

25 ,000 

1923 

S1950 

4,000 

1923 

S  1936 

16,200 

11-1-21 

S  1931 

Funding 
Funding 
Funding 
Funding 
Funding 
Funding 


10,000 
4,000 
16 ,000 
24 ,000 
3,600 
9,720 


•Issued  by  City  of  Burlington, 
llssued  by  City  of  Graham, 
tissued  by  Town  of  Belhaven. 

f'Special  District"  is  term  used  when  the  name  of  district  issuing  bonds  was  not  furnished  in 
report. 


Part  IV 


487 


TABLE  XVIII— Continued 

BEAUFORT  COUNTY— Continued 

Special  Charter 


Name  of  District 


Amount 
Issued 


Date 
Issued 


Date  of 
Maturity 


Purpose  of  Issue 


Amount 

Out- 
standing 


Amount  in 

Sinking 

Fund 


Inter- 
est 
Rate 


HWashington. 


$300 ,000 

25  ,000 

7,000 


1923 
1904 
1905 


1943 
1934 
1935 


Funding. 
Funding, 
Funding. 


$300 ,000 

25  ,000 

7,000 


15,213.38 
4,259.26 


(b)  For  Purposes  Other  Than  Schools 


Little  Creek. 
Washington. 


$160,000 

50  ,000 


3-1-23 
2-1-16 


1947 
1941 


Roads. 


5160.000 
50  ,000 


14,525.06 


BERTIE  COUNTY 
(a)  For  Schools 


Aulander 

Aulander 

Colerain 

Mars  Hill.. 

Mars  Hill.. 

Roxobel 

Windsor 

Woodville-Lewiston 


$  12,500 

1915 

1925-36 

15,000 

1917 

1930-45 

20 ,000 

1922 

1924-41 

5,500 

1918 

1921-37 

5,000 

1921 

1924-41 

10 ,0C0 

1917 

1919-34 

10,000 

1907 

1912-31 

25  ,0C0 

1920 

1921-40 

Buildings 
Buildings 
Buildings 
Buildings 
Buildings 
Buildings 
Buildings 
Buildings 


10,500 
15,000 
17,500 
3,500 
4,000 
6,000 
2,500 
19  ,000 


1,630 
825 

1,550 
682 
240 
830 
650 

2,140 


BLADEN  COUNTY 
(a)  For  Schools 


Bladenboro 

Brown  Marsh 

Elizabethtown 

French's  Creek 

Hollow  Township. 
White  Oak.. 


$  20 ,000 

1917 

1937 

25 ,000 

1922 

1942 

15 ,000 

1922 

1942 

10 ,000 

1922 

1942 

12 ,500 

1924 

S1944 

6,000 

1922 

1942 

Buildings. 
Buildings- 
Buildings. 
Buildings. 
Buildings. 
Buildings. 


20 ,000 
25 ,000 
15,000 
10  ,000 
12  ,500 
6,000 


4,987.15 
3,912.74 
3,353.93 
1,979.82 


1,519.90 


5 
6 
6 
6 
5V2 


(b)  For  Purposes  Other  Than  Schools 


Abbotts 

Bethel.. 

Bladenboro 

Brown  Marsh... 
Caown  Marsh... 
Bresrrv  Creek.. 
Carvers  Creek.. 

C8ntral 

C°lby 

Cypress  Creek.. 

Elizabeth 

French's  Creek. 

Hollow 

Lake  Creek 

Townhall 

White's  Creek.. 
White  Oak 


$  25,000 

1919 

1939 

20 ,000 

1919 

1939 

25 ,000 

1916 

1936 

10 ,000 

1908 

1928 

40 ,000 

1919 

1939 

10  ,000 

1914 

1934 

50 ,000 

1919 

1939 

5,000 

1918 

1938 

5,000 

1919 

1939 

12  ,500 

1919 

1939 

20  ,000 

1919 

1939 

30 ,000 

1919 

1939 

20 ,000 

1919 

1939 

20  ,000 

1918 

1938 

10 ,000 

1918 

1938 

30 ,000 

1919 

1939 

20 ,000 

1917 

1937 

Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 


25 ,000 
20 ,000 
25 ,000 
10,000 
40,000 
10,000 
50,000 
5,000 
5,000 
12,500 
20 ,000 
30 ,000 
20 ,000 
20 ,000 
10 ,000 
30  ,000 
20 ,000 


814.58 
517.06 
452.09 


13,137.09 


104.84 
896.01 
915.84 
,196.20 
,871.88 
,475.23 
,246.00 
,439.62 
,420.80 
,806.33 
,775.05 


tissued  by  City  of  Washington. 


488 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

BRUNSWICK  COUNTY 
(a)  Foe  Schools 


Barnardsville 

Biltmore 

Biltmore 

Beech 

Black  Mountain. 
Black  Mountain. 

Candler 

Emma 

Fairview.. 

Flat  Creek 

French  Broad 

Grace 

Grace 

Haw  Creek 

Haw  Creek 

Oakley 

Oakley 

Sand  Hill 

Sandy  Mush 

Swannanoa 

Swannanoa 

Turkey  Creek 

Valley  Springs... 
Valley  Springs... 

Venable 

Weaverville  - 

West  Asheville... 
West  Buncombe.. 

Woodfin 

Woodfin 


%  6,000 
45  ,000 

250  ,000 
10 ,000 
35  ,000 

250 ,000 
35  ,000 
50 ,000 
50 ,000 
55  ,000 
40 ,000 
75 ,000 
25 ,000 
50 ,000 
35 ,000 
40  ,000 
25  ,000 
60 ,000 
50 ,000 
50 ,000 

150 ,000 
12,000 
10 ,000 

115,000 
40 ,000 
40 ,000 
25 ,000 
12  ,000 
75 ,000 
17,000 


1-1-16 

4-15-16 

4-1-26 

5-1-22 

1-1-17 

5-1-26 

3-1-22 

11-1-19 

12-1-23 

1-1-26 

7-1-23 

8-1-23 

10-1-24 

1-1-24 

10-1-24 

8-1-23 

4-1-24 

11-1-23 

4-1-26 

11-1-22 

4-1-26 

1-1-22 

8-1-19 

10-1-24 

12-1-23 

10-1-19 

4-15-16 

9-1-16 

6-1-24 

4-1-16 


1936 

1936 
Serial 

1942 

1939 
Serial 

1942 

1939 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
1927-47 

1939 
Serial 
Serial 

1939 

1936 

1936 
Serial 
Serial 


,000 
,000 

,coo 

,000 
,000 
,000 
,000 
,000 
,0C0 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
,000 
000 
000 
000 
000 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  50 ,000 

9-1-22 

S1951 

$  48 ,000 

5J4 

(b)  Fob  Purposes  Other  Than  Schools 

$  99,00o! 

Prior  to 
3-1-21 

\ 

%  99,000 

J 

BUNCOMBE  COUNTY 
(a)  For  Schools 

Special  Charter 


%  10,000 

30 ,000 

50,000 

25 ,000 

200 ,000 

200 ,000 

550 ,000 

24 ,500 

550  ,000 

1,500,000 

4-1-02 
4-1-07 
1-1-13 
10-1-16 
12-1-15 
8-1-19 
6-1-21 
6-1-21 
4-1-25 
1926 

1932 

1937 

1943 

1946 

1945 
1920-49 
1924-51 
1923-50 
1928-55 

1966 

%  10,000 

30 ,000 

50 ,000 

25  ,000 

200 ,000 

158 ,000 

520 ,000 

21 ,000 

550,000 

1,500,000 

5 

5 

5 

5 

5 

5 

6 

6 

m 

4M 

*Issued  by  Town  of  Asheville. 


Part  IV 


489 


TABLE  XVIII—  Continued 

BUNCOMBE  COUNTY— Continued 

(b)  For  Purposes  Other  Than  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

%  25,000 
15 ,000 
25 ,000 
75 ,000 
100  ,000 
25 ,000 
15 ,000 

3-1-08 
5-1-11 
11-1-25 
7-1-26 
8-1-25 
7-1-26 
7-1-26 

1928 
1931 
S1941 
S1956 
Serial 
S1956 
S1956 

Roads  and  bridges.. 
Roads  and  bridges.. 

$  25,000 
15 ,000 
25 ,000 
75 ,000 
75 ,000 
25 ,000 
15,000 

6 

6 

6 

6 

6 

6 

6 

BURKE  COUNTY 
(a)  For  Schools 


DrexeL. 
Valdese. 


25 ,000 
15 ,000 


1924 
1922 


Serial 
S1927 


Buildings. 
Buildings. 


23 ,000 
15  ,000 


Special  Charter 


Glen  Alpine 
Morganton. 
Morganton. 
Morganton. 


$  12,500 

1920 

S1940 

20 ,000 

1905 

1945 

5,000 

1913 

1933 

75 ,000 

1921 

S1950 

Buildings 
Buildings 
Buildings 
Buildings 


5,500 
20 ,000 

5,000 
73  ,000 


(b)  For  Purposes  Other  Than  Schools 


Icard 

Linville 

Lovelady 

Lovelady 

Lovelady 

Lower  Falls 

Morganton 

Morganton „ 

Morganton 

Morganton 

Quaker  Meadows 

Upper  Creek 

Upper  Fork 

Silver  Creek 

Silver  Creek 


S  50,000 

1916 

1946 

30 ,000 

1920 

Serial 

10 ,000 

1917 

1947 

10 ,000 

1917 

1947 

30 ,000 

1919 

Serial 

17 ,000 

1922 

Serial 

15 ,000 

1913 

1933 

10 ,000 

1914 

1934 

10  ,000 

1915 

1935 

10 ,000 

1916 

1936 

20 ,000 

1922 

Serial 

20  ,000 

1922 

Serial 

10 ,000 

1917 

1947 

15 ,000 

1917 

1947 

10,000 

1917 

1947 

Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads. 


50 ,000 
28  ,000 
10,000 
10,000 
28 ,000 
15  ,000 
15 ,000 
10,000 
10,000 
10 ,000 
18  ,000 
18 ,000 
10 ,000 
15,000 
10,000 


CABARRUS  COUNTY 
Special  Charter 


Concord. 


?*20,000 
•65 ,000 
•62 ,000 
•10 ,000 

•225 ,000 

1914 
1918 
1920 
1922 
1922 

S1944 
S  1942 
S1942 
S1932 
S  1944 

;  20  ,ooo 

47 ,000 

45  ,000 

5,000 

203  ,000 


•Issued  by  Town  of  Concord. 


490 


Keport  of  Educational  Commission 


TABLE  XVIII—  Continued 


CALDWELL  COUNTY 
Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  75,000 

13 ,000 

150 ,000 

•100.000 

7-1-21 

1-1-24 
1-1-24 
6-1-20 

S  1950 

1934 

Serial 

$  72 ,000 
13,000 
150.C0C 
100 ,000 

$13,978.94 

6 

6 

hVi 

5 

CAMDEN  COUNTY 
(a)  For  Schools 


Court  House 
Old  Trap... 
Shiloh 


S  20,000 

7-1-25 

1945 

15,000 

7-1-21 

1941 

15 ,000 

7-1-21 

S1941 

Buildings 
Buildings 
Buildings 


20  ,C00 
15 ,000 
15 ,000 


980.06 
1,940.26 
3,059.76 


(b)  For  Purposes  Other  Than  Schools 


Shiloh  andCourt  House 
South  Mills 

$100 ,000 
30 ,000 

1925 

10  yrs. 

j Township  road        1 
\    bonds J 

$100,000 
30 ,000 

$  1,521.56 
2,222.14 

6 

CARTERET  COUNTY 
(a)  For  Schools 


Atlantic 

Atlantic  and  Newport. 

Camp  Glenn 

Davis 

Davis .. 

Harkers  Island 

Harkers  Island.. 

Newport  High  School. 

Newport 

Sea  Level 

Sea  Level 

Smyrna 

Smyrna 

Stacy 

Stacy 

White  Oak 


$    6,000 

7-1-22 

S1952 

Builc 

13 ,000 

12-15-22 

S1941 

Buik 

35  ,000 

7-1-22 

S1952 

Builc 

2,000 

3-10-23 

S  1933 

Buik 

3,000 

7-1-22 

S1942 

Builc 

3,500 

2-10-22 

S1932 

Buik 

2,000 

3-10-23 

S1933 

Buik 

16,000 

12-15-22 

S  1941 

Buik 

65 ,000 

10-1-21 

S1951 

Buik 

3,000 

7-1-22 

S  1942 

Buik 

2,000 

3-10-23 

S1933 

Buik 

5,900 

12-15-22 

S  1942 

Buik 

3,600 

12-15-24 

S1943 

Buik 

1,000 

3-10-23 

S1933 

Buik 

3,500 

7-1-22 

S  1942 

Buik 

15 ,000 

10-1-24 

1953 

Buik 

lding 
lding. 
lding. 
lding. 
lding 
lding. 
lding. 
lding. 
lding 
lding 
lding 
lding 
lding 
lding 
lding 
lding 


5,600 
11 ,700 
33  ,000 
1,400 
2,600 
2,024 
1,400 
12 ,000 
57 ,500 
2,600 
1,400 
5,015 
3,420 
700 
3,100 
15  ,000 


Special  Charter 


Beaufort 

Morehead  City 
Morehead  City 
Morehead  City 
Morehead  City 


S  20 ,000 

65 ,000 

50 ,000 

4,000 

6,000 

1-1-16 
12-15-20 
9-1-17 
1-1-18 
7-1-13 

1936 
1960 
1945 
1943 
1932 

20 ,000 
65 ,000 
50 ,000 
4,000 
6,000 


•Issued  by  Town  of  Lenoir. 


IV 


491 


TABLE  XVIII—  Continued 

CARTERET  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Name  of  District 


Amount 

Date 

Da'te  of 

Issued 

Issued 

Maturity 

$  81 ,0C0 

3-1-24 

1945 

5,000 

5-1-14 

1956 

3,000 

5-1-13 

1955 

10 ,000 

5-1-13 

1955 

5,000 

4-1-16 

1958 

Purpose  of  Issue 


Amount 

Out- 
standing 


Amount  in 

Sinking 

Fund 


Inter- 
est 
Rate 


District  No.  2 

Newport 

Newport... 

Morehead  Township 
Hunting  Quarter... 


Drainage 

Roads 

Roads 

Roads 

Roads 


81 ,000 
5,000 
3,000 

10 ,000 
5,000 


CASWELL  COUNTY 
(a)  For  Schools 


'Special  district 
'Special  district 
•Pelham 


$        300 

1917 

1927 

3,000 

1921 

S  1931 

10,000 

1922 

Serial 

300 
1,500 

7,500 


CATAWBA  COUNTY 
(a)  For  Schools 


Con  over 

Longview 

Maiden. 

Catawba,  special  dist.. 


stio.ooo 

30,000 
80 ,000 
15,000 


6-1-17 
1924 
1-1-24 
6-6-21 


1928-54 
1941 


Building 
Building. 
Building 
Building. 


8  10,000 
30 ,000 
74 ,0C0 
15 ,000 


5H 
6 


Special  Charter 


Hickory. 


Newton. 


$§25  ,000 

6-1-16 

S1941 

§35  ,000 

3-1-20 

S1950 

§250 ,000 

1-1-24 

S1954 

15  ,000 

1907 

1937 

100 ,000 

1922 

S1948 

Building 
Building 
Building 
Building 
Building 


I  16,000 
31 ,000 

245  ,000 
15  ,000 
84,000 


7,192.50 


5 
6 

5A 
5 

5H 


(b)  For  Purposes  Other  Than  Schools 


Special  district. 


50 ,000 
50 ,000 


6-1-12 
6-1-12 


S1932 
1942 


Roads. 
Roads. 


S  42 ,000 
50,000 


CHATHAM  COUNTY 
(a)  For  Schools 


Bonlee 

Goldston. 
Moncure.. 
Pittsboro. 
Siler  City 


%    3,500 

1917 

1937 

7,000 

1918 

1938 

12  ,000 

1919 

1939 

50 ,000 

1923 

Serial 

50 ,000 
J4  ,000 

Serial 

1909 

Building 
Building 
Building 
Building 
Building 
Building 


3,500 
7,000 
12,000 
49  ,C00 
48  ,C00 
4,000 


2,194 


6 
VA 


•Taken  over  by  county. 
§Issued  by  Town  of  Hickory, 
tissued  by  Town  of  Conover. 
tissued  by  Town  of  Siler  City. 


492 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

CHATHAM  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  30 ,000 
50 ,000 
32  ,000 
50 ,000 
50  ,000 
20 ,000 
5,000 
20 ,000 
45 ,000 

1920 
1919 
1916 
1915 
1919 
1915 
1916 
1919 
1915 

$  30,000 
50  ,000 
32 ,000 
50 ,000 
50,000 
20 ,000 
5,000 
20 ,000 
45 ,000 

6 

6 

5 

5 

Gulf           

6 

5 

5 

6 

5 

CHEROKEE  COUNTY 
(a)  For  Schools 


%  30 ,000 

7-1-09 

1939 

$  30 ,000 

6 

Special  Charter 

$  10,000 
15 ,000 
10 ,000 
20 ,000 

7-1-12 
1-1-14 
1-1-15 
7-1-10 

1942 
1944 
1945 
7-1-40 

$  10,000 
15,000 
10,000 
20 ,000 

5H 

&A 

hYi 

5K 

(B) 

For  Purposes  Other  Than  Schools 

S  50 ,000 
25 ,000 
13  ,000 
100,000 
20 ,000 
15  ,000 
25  ,000 
50  ,000 
15 ,000 

6-1-23 
1-1-24 
4-1-14 
4-1-12 
4-1-24 
7-1-24 
1-1-24 
1-1-24 
4-1-12 

1953 
1954 
1944 
1942 
1954 
1954 
1954 
1954 
1942 

$  50 ,000 
25 ,000 
13  ,000 
100 ,000 
20 ,000 
15 ,000 
25 ,000 
50 ,000 
15 ,000 

6 

6 

6 

5 

6 

6 

6 

6 

Valley 

6 

CHOWAN  COUNTY 
(a)  For  Schools 

$  15,000 

1921 

S1941 

S  14,000 

$  1,514.76 

6 

Special  Charter  District 

Edenton 

$'25 ,000 
•10,000 
*50 ,000 

1916 

1917-25 

1924 

Serial 
Serial 
1927-54 

3  15,000 
10,000 
50 ,000 

5 

5 

5 

•Issued  by  Town  of  Edenton. 


Pakt  IV 


493 


TABLE  XVIII— Continued 

CLEVELAND  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$    6,000 
5,000 

1915 
1913 

1935 
1933 

$    6,000 
5,000 

6 

6 

Special  Chartbb 


Kings  Mountain. 
Shelby 


$*10,000 

1909 

1929 

*50 ,000 

1922 

S1942 

'60,000 

1925 

1945 

t35 ,000 

1907 

1937 

t75  ,000 

1922 

S 1925-55 

t200  ,000 

1925 

S 1928-48 

f  10,000 
49 ,000 
60 ,000 
35 ,000 
69 ,000 

200 ,000 


6 
5 


(b)  For  Purposes  Other  Than  Schools 


Number  1 

Number  2 

Number  3 

Number  4  K.  M... 

Number  4,  Grover 

Number  5 

Number  6 

Number  7 

Number  8 

Number  9 

Number  9 

Number  10 

Number  11 

Number  6... 


$  25 ,000 

7-1-19 

1925-49 

40 ,000 

3-1-16 

1936-55 

30 ,000 

12-1-15 

1926-45 

f  25 ,000 

9-1-11 

1941 

\  15,000 

4-1-14 

1924-34 

10,000 

4-1-14 

1935-45 

40 ,000 

7-1-19 

1929-48 

100 ,000 

1-1-10 

1933-44 

50 ,000 

6-2-13 

1938-47 

f  25 ,000 
\  25  ,000 

1939-48 

75  ,000 

7-1-18 

1928-57 

15  ,000 

5-1-22 

1927-49 

25 ,000 

7-1-19 

1924-48 

30 ,000 

7-1-19 

1924-49 

100,000 

5-1-22 

1927-61 

Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 
Roads. 


Roads 

Roads 

Hospital. 


I  23  ,000 
40  ,000 
29  ,000 
25  ,000 
10 ,000. 
10 ,000 
40 ,000 

100,000 
50 ,000 


50 ,000 
75  ,000 
15 ,000 
22 ,000 
27 ,000 
100 ,000 


1,228.20 

733.04 

1,017.78 

577.68 

3,000 
5,938.19 
2,822.66 
3,097.57 


952.89 
13,266.69 
2,431.10 
2,467.66 
2,664.06 
2,822.66 


6 

5M 

5M 

5 

5 


5 
6 
6 
5J^ 


COLUMBUS  COUNTY 
(a)  For  Schools 


Chadbourn 

Fair  Bluff.. 

Tatum 

Whiteville.. 
Williams 


%  10,000 

8-1-11 

8-1-41 

25  ,000 

7-1-24 

1927-51 

6,000 

7-15-15 

1945 

50 ,000 

1-1-24 

1926-53 

75 ,000 

1-1-22 

1925-49 

10,000 

2-16-14 

1916-44 

Building 
Building 
Building 
Building 
Building 
Building 


10 ,000 
25 ,000. 
6 ,000 
49 ,000 
71 ,000 
10,000 


S        6 ,000 
1,000 


4,000 


6 


5H 
6 


CRAVEN  COUNTY 
(a)  For  Schools 


Bridgeton.. 
Vanceboro. 


$  15,000 
30 ,0C0 


11-1-22 
3-1-22 


1927-52 
1928-52 


14 ,000 
28  ,000 


"Issued  by  Town  of  Kings  Mountain, 
tissued  by  Town  of  Shelby. 


494 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

CRAVEN  COUNTY— Continued 
Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

1*20,000 

"150,000 
*30  ,000 
»20  ,000 

1914 
1920 
1921 
1925 

1934 

1940 

1941 

S1955 

$  20  ,000 
150 ,000 
30 ,000 
20 ,000 

4 

4H 

PA 

4M 

CUMBERLAND  COUNTY 
(a)  For  Schools 


East  over 

Gray  Creek 

Linden 

(Pearce's  Mill) 
Massey  Hill... 
Seventy-First. 

Stedman 

Wade 


S  50 ,000 

5-1-25 

S  1955 

25  ,C0C 

11-1-21 

S  1946 

24 ,000 

1923 

1953 

75  ,000 

7-1-23 

S1953 

40  ,000 

4-1-24 

S1944 

45  ,000 

4-1-24 

S  1953 

35  ,000 

7-1-24 

S1953 

Buildings 
Buildings. 
Buildings 

Buildings 
Buildings 
Buildings 
Buildings 


S  50 ,000 
20 ,000 
24 ,000 

73 ,000 
36 ,000 
45  ,000 
35  ,000 


Special  Charter 


Fayetteville. 


%  50 ,000 

1910 

1940 

250,000 

1921 

1961 

125  ,000 

1923 

S  1954 

Buildings 
Buildings 
Buildings 


\  50 ,000 
250 ,000 
125 ,000 


CURRITUCK  COUNTY 
(a)  For  Schools 


Crawford,  No. 
Moyock 


%    2,500 
25  ,000 


8-17-16 
7-1-21 


S1930 
S  1941 


Buildings $        800 

Buildings 19,000 


Bulton. 

Kitty  Hawk__ 

Manteo 

Nags  Head... 
Stumpy  Point 


St  3,000 

1924 

S  1958 

t700 

1924 

S1958 

fl ,900 

1924 

S  1958 

fl  ,500 

1924 

S  1958 

f8  ,000 

1924 

S  1958 

Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 


3,000 
700 
1,900 
1,500 
8,000 


(b)  For  Purposes  Other  Than  Schools 

%    5,000 

1921 

S  1928 

I    2,000 

6 

DARE  COUNTY 
(a)  For  Schools 

$    3,500 

1915 

S1935 

High  school  building 

$     1 ,750 

(b)  For  Purposes  Other  Than  Schools 

'Issued  by  Town  of  New  Bern. 

fThese  district  road  bonds  underwritten  by  two  county  wide  bond  issues. 


Part  IV 


495 


TABLE  XVIII— Continued 

DAVIDSON  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

3  20 ,000 
15 ,000 
12,500 
12 ,500 
20 ,000 

1922 
1925 
1923 
1925 
1926 

S1949 
1957 
1950 
1950 

S1965 

S  18,500 
15 ,000 
12 ,500 
12 .500 
18 ,000 

6 

6 

6 

5H 

6 

Special  Charter 


Lexington. 


Thomasville. 


S*  4 ,000 

1901 

1931 

*225 ,000 

1922 

1942 

*75 ,000 

1920 

1921-50 

*50  ,000 

1924 

S  1944 

*150,000 

1925 

S1945 

tio.ooo 

7-1-02 

1932 

tl5  ,000 

2-1-17 

S1947 

tioo.ooo 

3-22 

1951 

tl25 ,000 

4-23 

1953 

High  school 
High  school 
High  school 
City 


5  4,000 
180,000 
15 ,000 
45  ,0C0 
142  ,000 
10,000 
10,500 
100,000 
125  ,000 


5 
5 
6 
5 
5 


(b)  For  Purposes  Other  Than  Schools 


District  No.  1. 


3    7,500 


Drainage 3    7,500 


DAVIE  COUNTY 
(a)  For  Schools 


Farmington 

Shady  Grove.. 
Smith  Grove... 
Special  district 


3    5,000 

7-1-17 

1947 

23 ,000 

7-1-24 

1951 

15  ,000 

10-1-23 

S1940 

3,000 

7-1-17 

1937 

2,000 

7-1-17 

1934 

School 
School 
School 
School 
School 


3    5,000 

23  ,000 

14 ,000 

3,000 

2,000 

6 

VA 

6 
6 


Special  C 

HARTER 

3*45,000 
10,300 

5-1-23 
7-1-24 

S1953 
S1934 

3  42  ,000 
9,000 

6 

School 

h\i 

DUPLIN  COUNTY 
(a)  For  Schools 


Calypso. 


Rose  Hill. 
Teachey.. 


3tl6,C0O 

5-1-18 

Serial 

50  ,000 

2-1-21 

Serial 

10,000 

10-1-13 

1928 

§6  ,0C0 

1-1-11 

1930 

12 ,000 

6-1-19 

Serial 

Buildings 
Buildings 
Buildings 
Buildings 
Buildings 


12  ,000) 

42  ,000  I 

10 ,000  \ 

6 ,000  | 

2  ,000j 


3  7,607.84 


5M 

6 

6 


•Issued  by  Town  of  Lexington. 

tissued  by  Town  of  Thomasville. 

'Issued  by  Town  of  Mocksville. 

§Issued  by  Town  of  Teacheys. 

fAll  School  District  Bonds  Assumed  by  County. 


496 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 


DUPLIN  COUNTY— Continued 

Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est   . 
Rate 

$  50,000 
10,000 

2-1-21 
8-1-23 

Serial 
Serial 

$  42  ,000 
9,000 

6 

Buildings 

6 

(b)  For  Purposes  Other  Than  Schools 

$  10.0G0 
30 ,000 
20 ,000 

4-1-15 
4-1-13 
1911 

Serial 

Serial 

1941 

8    4,500 
17,000 
20 ,000 

6 

Roads 

6 

6 

DURHAM  COUNTY 
(a)  For  Schools 


Bethesda 

East  Durham 

Lakewood 


30 ,000 
40 ,000 
50,000 
36 ,000 


2-4-24 

1922 

1924 

11-1-22 


S1954 

S1943 

1954 

S1952 


School  building 
School  building 
School  building 
School  building 


28  ,000 
34 ,000 
50, COO 
33  ,000 


Special  Charter 


Durham. 


$*5C  ,000 

7-1-05 

1935 

*25 ,000 

1-1-12 

1927 

♦45  ,000 

1-1-16 

1941 

*650 ,000 

7-1-20 

S1949 

t!18 ,000 

Serial 

Building 
Building 
Building 
Building 
Building 


i  50 ,000 

25  ,000 

45  ,000 

588 ,000 

118,000 


EDGECOMBE  COUNTY 
(a)  For  Schools 


Battleboro.. 

Conetoe 

Crisp.- 

Leggett 

Macclesfield 

Pinetops 


$  25,000 

4-1-20 

1940 

30  ,000 

7-1-24 

1954 

25  ,000 

1-1-23 

1942 

30 ,000 

7-1-24 

1954 

22 ,000 

7-1-22 

1941 

3,000 

7-1-25 

1933 

15 ,000 

4-1-20 

1940 

Buildings 
Buildings 
Buildings 
Buildings 
Buildings 
Buildings 
Buildings 


25 ,000 
30 ,000 
25 ,000 
30 ,000 
22 ,000 
3,000 
15 ,000 


Special  Charter 


Rocky  Mount. 


Tarboro. 


$*15  ,000 

5-1-01 

1941 

*35  ,000 

7-1-13 

1S53 

*150,C00 

4-1-22 

S1953 

"30,000 

9-1-21 

S1951 

*350 ,0C0 

10-1-26 

1962 

35 ,000 

5-1-09 

1939 

130,000 

6-1-23 

S1952 

School 

School 

School.. 

School 

School.. 

Building  and  equip- 
ment  

School  building 


I  15,000 
35 ,000 

130,000 
25  ,000 

350 ,000 

35 ,000 
124 ,000 


$13,389.57 


fBonds  assumed  from  county  and  districts  annexed  to  Durham  Special  Charter  District. 
"Issued  by  City  of  Durham. 
'Issued  by  Town  of  Rocky  Mount. 


Part  IV 


497 


TABLE  XVIII— Continued 

EDGECOMBE  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  10,000 

9-1-08 

Road  building 

%  10,000 

$  1,320.00 

5 

FORSYTH  COUNTY 
(a)  For  Schools 


Clemmons 

Kernersville... 

Lewisville 

Old  Richmond 

Rural  Hall 

Vienna 

Walkertown 

Waughtown 


Sf36 ,000 

1926 

1943 

25 ,000 

1921 

S1948 

8,500 

1926 

1943 

8,500 

1926 

1943 

12  ,750 

1926 

1943 

8,500 

1926 

1943 

90 ,000 

1926 

1943 

12,750 

1926 

1943 

School 
School 
School 
School 
School 
School 
School 
School 


building 

S  36 ,000 

building 

23  ,000 

building 

8,500 

building 

8,500 

building 

12  ,750 

building 

8,500 

building 

90 ,000 

building 

12 ,750 

4^ 

6 

4H 

4H 

4^2 

VA 


Special  Charter 


Winston-Salem. 


S*60.000 

7-1-12 

1952 

*60 ,000 

7-1-14 

1944 

*50 ,000 

4-1-17 

1947 

*800 ,000 

5-1-21 

Serial 

*300 ,000 

5-15-22 

Serial 

*700 ,000 

5-15-23 

Serial 

*800,000 

7-1-24 

Serial 

School 
School 
School 
School 
School 
School 
School 


building 

building 

S  60,000 
60 ,000 
50,000 
660 ,000 
260.000 
625 ,000 
773 ,000 

building 

building 

building 

4^ 
5 
5 
VA 


(b)  For  Purposes  Other  Than  Schools 


Winston-Township . 


53 ,000 


1-1- 


1928         Railroad. 


53  ,000 


FRANKLIN  COUNTY 
(a)  For  Schools 


Cedar  Rock. 


Epsom. 


%    7,500 

6,000 

30 ,000 

1939 
1941 
1958 

School 
School 
School 


7,500 

6,000 

30,000 


681.56 


Special  Charter 


Franklinton. 
Louisburg... 


$  10,000 

1905 

1935-45 

10,000 

1905 

1935 

10 ,000 

1907 

1937 

School 
School 
School 


10 ,000 
10,000 
10 ,000 


7,295.99 


•Issued  by  City  of  Winston-Salem, 
t  Assumed  by  county. 


32 


498 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

FRANKLIN  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Name  of  District 


Amount 

Date 

Date  of 

Issued 

Issued 

Maturity 

$  20  ,000 

1916 

1946 

10,000 

1919 

1949 

40 ,000 

1920 

1950 

10 ,000 

1921 

1951 

20 ,000 

1917 

1947 

20  ,000 

1919 

1949 

10 ,000 

1909 

1939 

30 ,000 

1911 

1941 

20 ,000 

1913 

1949 

40 ,000 

1919 

1949 

40 ,000 

1921 

1951 

50 ,000 

1919 

1949 

50 ,000 

1920 

1950 

50 ,000 

1925 

27-54 

40 ,000 

1911 

1941 

40 ,000 

1914 

1944 

50  ,000 

1919 

1949 

25  ,000 

1911 

1941 

15  ,000 

1913 

1943 

Purpose  of  Issue 


Amount 

Out- 
standing 


Amount  in 

Sinking 

Fund 


Cedar  Rock... 
Cypress  Creek 

Dunns.. 

Franklinton... 

Gold  Mine 

Harris 

Hayesville 

Louisburg 

Sandy  Creek.. 
Youngsville.-. 


Road 
Road 
Road 
Road 
Road 
Road 
Road 
Road. 
Road 
Road. 
Road. 
Road 
Road. 
Road. 
Road 
Road. 
Road. 
Road 
Road. 


1,327.64 
4,321.88 
7,979.95 

4,388.48 

5,731.39 
6,611.81 


1,000 
1,217.66 


GASTON  COUNTY 
(a)  For  Schools 


$  50 ,000 
30 ,000 
50 ,000 
25 ,000 
30 ,000 
50 ,000 
25 ,000 
25  ,000 
50 ,000 
50 ,000 
30  ,000 
t  7,000 
tl4,000 
f50 ,000 
50 ,000 
25  ,000 
30 ,000 
50 ,000 
10,000 
10 ,000 
50 ,000 

5-1-21 

6-1-23 

5-1-26 

7-1-18 

5-1-26 

7-1-24 

7-1-17 

6-1-23 

7-1-24 

7-1-24 

5-1-26 

1908 

1917 

1921 

7-1-24 

4-1-20 

1923 

5-1-21 

7-1-19 

6-1-23 

5-1-21 

1941 
S1953 

1952 

1938 
1929-56 
1927-54 

1937 
1926-50 
1927-54 
1927-54 
1929-56 

1928 

1937 
S1941 
1927-54 

1940 
1926-53 

1941 

1939 
1926-45 

1941 

$  50  ,000 
29 ,000 
50 ,000 
25 ,0C0 
30 ,000 
50  ,000 
25 ,000 
24 ,000 
50 ,000 
5C  ,000 
30 ,000 

7,000 
14 ,000 
37,500 
50  ,000 
25 ,000 
29 ,000 
50 ,000 
10,000 

9,500 
50 ,000 

6 

6 

5M 

6 

5A 

Flint  Grove 

514 

5A 

6 

&A 

Myrtle 

5A 

Mt.  Holly 

5H 

6 

6 

5 

5V2 

6 

6 

6 

6 

6 

6 

Special  Charter 


Bessemer. 


$c20 ,000 
c30 ,000 


1913 
1921 


1933 
S1951 


tissued  by  Town  of  Mt.  Holly, 
clssued  by  Town  of  Bessemer  City. 


$  20 ,000 
27 ,000 


%      6,400 


Part  IV 


499 


TABLE  XVIII— Continued 

GASTON  COUNTY— Continued 
Special  Charter — Continued 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  40 ,000 
30 ,000 
*2C  ,000 
tl5,000 
tl5 ,000 
tio  ,000 

tlOO  ,000 
450  ,000 
150,000 
100 ,000 
200,000 

1921 

6-1-24 

1915 

1901 

1907 

1913 

1916 

1921 

1922 

1923 

1925 

1924-41 
1927-46 

1945 

1931 

1937 

%  34 ,000 

30 ,000 

20 ,000 

15 ,000 

15 ,000 

10,000 

100 ,0C0 

394 ,000 

142 ,000 

94 ,000 

200 ,000 

6 

6 

6 

5 

5 

5 

1946 
S  1948 
1925-49 
1925-52 
1968-62 

5 

6 

5 

5H 

1% 

GATES  COUNTY 
(a)  For  Schools 


Eure  (Hall)-. 
Hobbsville.. 

Holly  Grove 


S  15,000 
25 ,000 


9-1-21 
1921 


1941 
1941 


15  ,000 
25  ,000 


S  1,561.00 
4,707.81 


(b)  For  Purposes  Other  Than  Schools 


s 

100 

4-5-15 ' 

1930 

400 

4-5-15 

1935 

7,000 

5-5-16 

1946 

Road. 
Road. 
Road. 


s 

100 

400 

7,000 

Knap  of  Reeds 
Creedmore 

Stem 

Stovall 

Oxford 


$    6,000 

5-1-17 

1937 

3,500 

6-1-18 

1928 

20  ,000 

1921 

1922-40 

40,000 

1922 

1925-51 

40 ,000 

1921 

1925-51 

6,000 
3,500 
15,000 
38,000 
38  ,000 


GRAHAM  COUNTY 
(a)  For  Schools 

$  25,000 

12-1-21 

1941 

$  25 ,000 

S  4,556.00 

6 

(b)  For  Purposes  Other  Than  Schools 

%  15,000 

11-1-13 

1933 

$  15,000 

6 

GRANVILLE  COUNTY 
(a)  For  Schools 

Special  Charter 


%  20 ,000 

5-1-13 

1943 

50 ,000 

7-1-19 

1949 

75 ,000 

1-1-21 

1951 

20 ,000 
50  ,000 
75  ,000 


%  3,930.84 
6,779.76 
10,053.55 


5 

5H, 

6 


'Issued  by  City  of  Cherryville. 


tissued  by  Town  of  Gastonia. 


500 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

GREENE  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

Snow  Hill 

$  25 ,000 
50 ,000 

7-1-20 
1-1-21 

1940 
1951 

$  25 ,000 
50 ,000 

Shown  as 
county- 
wide 
sinking 
fund. 
These 
bonds 
taken 
over  by 
county. 

6 

>  u 
1   6 

(b)  For  Purposes  Other  Than  Schools 


GUILFORD  COUNTY 
(a)  For  School  . 
Special  Charter 


Bull  Head 

$  20 ,000 
10  ,000 
20 ,000 
20  ,000 
10  ,C00 
20 ,000 

5-1-15 
5-1-15 
5-1-15 
5-1-15 
5-1-15 
5-1-15 

1919-34 
1919-32 
1919-34 
1919-34 
1919-32 
1919-36 

f  10,000 
5,500 
10 ,000 
10,000 
5,500 
10 ,000 

5 

5 

Olds 

5 

5 

5 

Snow  Hill 

Road.... 

5 

Greensboro    (old  dis- 
trict).  


High  Point. 


$  35.00C 

1910 

30.000 

1911 

60.000 

1915 

500. 0G0 

1922 

500.000 

1924 

"10,000 

1897 

*15  ,000 

1904 

♦10 ,000 

1911 

*50  ,000 

1913 

*175  ,000 

1921 

250 ,000 

1922 

*750 ,000 

1925 

1940 
1941 
S  1945 
S  1951 
S  1951 
1927 
1934 
1941 
1943 
1924-51 
1925-52 
1928-55 


$  35.000 

30.000 

40.000 

467.000 

478.000 

10 ,000 

15,000 

10 ,000 

50 ,000 

163  ,000 

238 ,000 

750,000 

HALIFAX  COUNTY 
(a)  For  School 


Palmyra. 


$  25 ,000       1922         S  1942 


$  21 ,000 


Special  Charters 


Enfield. 


Roanoke  Rapids. 


S  15,000 

7-15-16 

S1948 

12 ,000 

4-16-24 

S1944 

20 ,000 

4-19-24 

S1944 

10 ,000 

1907 

S1939 

20  ,000 

1910 

S1964 

10 ,000 

1915 

S1944 

85 ,000 

1918 

1949 

10,000 
10,800 
18 ,000 

6,500 
19 ,000 

9,000 
85 ,000 


"Issued  by  Town  of  High  Point. 


Pakt  IV 


501 


TABLE  XVIII— Continued 

HALIFAX  COUNTY—  Continued 

Special  Charter— Continued 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

S375 ,000 
34 ,000 
20  ,000 
10  ,000 
35 ,000 
10,000 
50 ,000 

tl6 .000 
20 ,000 
25 ,000 
10 ,000 

101 ,500 
7,600 

25 ,000 

*3 ,500 

1919 
1919 
1923 
1923 
1924 
1924 
1926 
1913 
1923 
1924 
1924 

S1951 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
1943 
S1942 
S1943 
S  1943 

$351 ,000 
10,200 
17,000 

8,500 
31 ,500 

8,000 
50 ,000 
16 ,000 
17 ,000 
22 ,500 

9,000 
101 ,500 

7,600 

25 ,000 
2,000 

6 

4 

ilA 

iA 

4A 

&A 

VA 

VA 

4H 

VA 

VA 

6 

6 

6-10-26J 
1910 

Annu- 
ally 
20  yrs. 
S  1929 

1 

4 

J 

6 

(b)  For  Purposes  Other  Than  Schools 

%  40,000 
25 ,000 
60 ,000 
25  ,000 
5,000 
40 ,000 
60 ,000 

1-1-16 
4-1-16 
1-1-14 
7-1-16 
7-1-16 
1-1-14 
1-1-16 

1956 
1922-46 

1944 
1922-46 
1942-46 

1944 

1956 

$  30,000 
20 ,000 
42 ,000 
20,000 
5,000 
40 ,000 
45 ,000 

6 

6 

Enfield - 

6 

6 

6 

6 

6 

HARNETT  COUNTY 
(a)  For  Schools 


Angier 

Anderson  Creek 
Coats 

Lillington 

Long  Branch 


S  20,000 
4,000 
50 ,000 
15 ,000 
15 ,000 
30 ,000 
15  ,000 
10 ,000 
15 ,000 
30,000 

1917 

2-1-19 

1924 

1919 

1920 

1920 

1913 

1915 

1919 

1924 

1937 
S  1927 
1927-64 

1939 
S1940 

1940 

1933 

1935 

1939 
1927-54 

20 ,000 
500 
50 ,000 
15 ,000 
10,000 
30  ,000 
15.0C0 
10,000 
15,000 
30 ,000 


Special  Charter 


Duke 

%  75,000 
70 ,000 
100  ,000 
40  ,000 
60  ,000 

1922 
1924 
1921 
1922 
1926 

1924-52 
1926-54 
1924-51 
1925-40 
1929-56 

%  75,000 
68  ,000 
94 ,000 
38 ,000 
60  ,C00 

5A 

5K 

6 

5A 

5 

'Issued  by  Town  of  Weldon. 


tissued  by  Town  of  Scotland  Neck. 


502 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

HARNETT  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  15,000 
50 ,000 
10 ,0G0 
25 ,000 
40 ,000 
30 ,000 
30 ,000 

,30,000 
50,000 
10 ,000 
40 ,000 
20 ,000 
15 ,000 
15  ,000 
15  ,C00 
25 ,000 
20 ,000 

1915 
1920 
1914 
1915 
1921 
1919 
1920 
1918 
1919 
1920 
1920 
1915 
1920 
1917 
1920 
1920 
1914 

1935 
1940 
1934 
1935 
1941 
1940-49 
1940 
1938 
1949 
1940 
1940 
1935 
1940 
1937 
1940 
1940 
1934 

$  15,000 
50  ,000 
10 ,000 
25 ,000 
40 ,000 
30,000 
30,000 
30 ,000 
50 ,000 
10,000 
40,000 
20 ,000 
15,000 
15 ,000 
15 ,000 
25  ,000 
20  ,000 

6 

6 

6 

6 

6 

Duke „ 

6 

6 

6 

6 

6 

6 

6 

6 

Mill's  Creek 

6 

6 

6 

6 

HAYWOOD  COUNTY 
(a)  For  Schools 


Dollwood... 
Lines  Creek 
Waynesville 


$  10,000 
30 ,000 
10 ,000 
f2 ,000 

t20 ,000 
t6 ,000 

235 ,000 

1922 

7-1-26 

1899 

1904 

1912 

1913 

1924 

S1944 
1956 
1926 
1934 
1942 
1943 

S1954 

f  9,000 
30 ,000 
10,000 
2,000 
20 ,000 
6,000 
231 ,000 


Special  Charter 


Canton. 


$  15,000 
*65 ,000 
*25  ,000 

2-1-09 
6-1-21 
8-1-23 

1939 
S1951 
S1951 

S  15,000 
60 ,000 
24 ,000 


(b)  For  Purposes  Other  Than  Schools 


Cataloche. 


$  30 ,000       3-1-24        1954 


S  30,000 


HENDERSON  COUNTY 
(a)  For  Schools 


Balfour 

Edneyville 

E.  Flat  Rock... 

Edneyville 

Fletcher 

Flat  Rock 

Hooper's  Creek 
Mills  River 


$  50  ,C00 

1-28-26 

1927 

45 ,000 
50 ,000 

1-25-26 

1927 

25 ,000 

1923 

S1943 

8  ,000 

1925 

1945 

40 ,000 

1925 

1945 

30 ,000 

1924 

1944 

40 ,000 

7-1-25 

1944 

20 ,000 

1922 

S  1942 

50 ,000 
45 ,000 
50 ,000 
23  ,750 
8,000 
40 ,000 
30 ,000 
40 ,000 
19 ,000 


*Issued  by  Town  of  Canton. 


tissued  by  Town  of  Waynesville. 


Part  IV 


503 


TABLE  XVIII— Continued 

HENDERSON  COUNTY  —Continued 
Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inte-r 

est 

Rate 

S  *6,000 
*15,000 
*2C ,000 

*280  ,000 

1903 
1911 
1920 
2-1-25 

1933 
Serial 
Serial 
1928-57 

S    6,000 

1,000 

23  ,000 

280  ,000 

6 

6 

6 

5H 

(b)  For  Purposes  Other  Than  Schools 


Clear  Creek  Road 

Crab  Creek  Road 

Edneyville 

Henderson  ville 

Hendersonville  Road.. 

Hooper's  Creek 

Mills  River 


$    2,500 

7-1-17 

1927 

15,000 

1-1-15 

1945 

12 ,000 

1-1-14 

1944 

10 ,000 

2-1-25 

1935 

50  ,C00 

7-1-13 

1943 

20 ,000 

7-1-13 

1943 

20 ,000 

1-1-15 

1945 

Roads 

Roads. 

Roads. 

Funding  railroad . . 

Roads  

Roads -. 

Roads 


2,500 
15X00 
12,000 
10  ,0C0 
50  ,000 
20  ,C00 
20  ,000 


6 
6 
6 
5Ji 

6 


HERTFORD  COUNTY 
(a)  For  Schools 


Harrellsville. 

Menola 

Murfreesboro 
Winton 


S  40 ,000 

10-1-21 

1941 

4, COO 

7-1-18 

1938 

25 ,000 

10-1-21 

1954 

25 ,000 

6-1-19 

1949 

Building 
Building 
Building 
Building 


S  40 ,000 

4,000 

25 ,000 

25  ,000 

4,345.07 


HOKE  COUNTY 
(a)  For  Schools 


Antioch-. 
Raeford__ 
Stonewall 


$  10, coo 

1913 

35  ,000 

1913 

15,000 

1922 

1943 

1943 

Serial 


Building 
Building 
Building 


10 ,000 
35  ,000 
14,000 


$10,404.04 


HYDE  COUNTY 
(a)  For  Schools 


Fairfield 

Swan  Quarter. 


$  5,000 
1,500 


1917 
1903 


S  1932 
S  1928 


3.000 
200 


IREDELL  COUNTY 
(a)  For  Schools 


Sharon _  %  20,000      10-1-21      S  1941 


1$  15,000 


Spec.al  Charter 

S  10,000 
10 ,000 
50 ,000 
50 ,000 

7-15-06 
7-1-09 
1-1-21 
1-1-21 

7-15-36 
1939 
1951 
1941 

S  10,000 
10,000 
50,000 
50 ,000 

5 

5 

6 

6 

'Issued  by  Town  of  Hendersonville. 


504 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

IREDELL  COUNTY—  Continued 
Special  Charter — Continued 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$t25 ,000 

tico.ooo 

t50 ,000 
fl50,000 
tlOO.OOO 

t20 ,000 

7-1-14 
1919 
4-1-20 
1-1-22 
7-1-25 
2-15-12 

1944 
S  1949 
Serial 
Serial 
Serial 
S  1932 

$  25 ,000 
94 ,000 
30 ,000 
130 ,000 
100  A00 

2C  ,roo 

5V2 

sy2 

6 

5V2 

5 

(b)  For  Purposes  Other  Than  Schools 


Bethany 

Eagle  Mills... 

Statesville 

Turnersburg. 
Union  Grove 


$  12,500 

7-1-13 

1943 

20 ,000 

7-1-13 

1943 

50,000 

7-1-10 

1940 

35  ,000 

7-1-13 

1943 

10 ,000 

7-1-13 

1943 

Railroad 
Railroad 
Railroad 
Railroad 
Railroad 


12 ,500 
20 ,000 
50 ,000 
35  ,000 
10,000 


$  5,146.67 

8,666.67 

26,666.67 

15,166.66 

4,333.33 

JACKSON  COUNTY 
(a)  For  Schools 


Special  District. 
East  La  Porte... 


5,500 
6,000 


7-1-18 
4-1-23 


1948 
Serial 


5,500 
5,750 


(b)  For  Purposes  Other  Than  Schools 


Cullowhee 
Dillsboro.. 
Sylva 


$  16,000 

9-1-13 

1918-38 

15 ,000 

1-1-14 

1934 

30 ,000 

8-1-13 

1918-37 

20 ,000 

2-1-15 

1945 

Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 
Roads  and  bridges. 


11 ,500 
15,000 
21 ,000 
20 ,000 


JOHNSTON  COUNTY 
(a)  For  Schools 


$  12,500 
12,500 
12 ,500 
75 ,000 
30 ,000 
15 ,000 
20 ,000 
25  ,000 
10 ,000 
5,000 
50 ,000 
30,000 
25 ,000 
10 ,000 
30 ,000 
50 ,000 
50 ,000 

1-1-23 
1-1-23 
1-1-23 
6-1-22 
1-1-24 
7-1-13 
5-1-23 
2-1-25 
2-1-25 
1-1-24 
1-1-24 
4-15-24 
5-1-23 
7-1-09 
6-1-10 
1-1-21 
7-1-21 

S1929 
S  1929 
S1929 
1942 
S1925 
S1943 
Serial 
S1950 
S1955 
S  1929 
S1954 
S1925 
S1929 
1939 
1940 
1951 
1941 

S  12,500 
12,500 
12  ,500 
75 ,000 
28  ,000 
14 ,000 
20  ,000 
24 ,000 
10,000 
3,000 
50 ,000 
28 ,000 
25 ,000 
10 ,000 
30 ,000 
50 ,000 
50 ,000 

6 

6 

6 

6 

6 

5 

6 

5V2 

5V2 

6 

6 

6 

6 

.    5 

6 

6 

6 

tissued. by  Town  of  Statesville. 


Pakt  IV 


505 


TABLE  XVIII— Continued 


JOHNSTON  COUNTY— Continued 
Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

S  30,000 
20 ,000 
20 ,000 
20 ,000 
25  ,000 
10  ,000 
80 ,000 
50 ,000 
10 ,000 
25  ,000 
40 ,000 
35  ,000 
100 ,000 

6-1-15 

6-1-21 

4-15-24 

4-15-26 

1-1-14 

7-1-15 

4-15-24 

4-15-24 

9-1-26 

3-1-21 

3-1-21 

3-1-21 

3-1-21 

1945 

1941 

S  1944 

S  1954 

1944 

1945 

S1945 

1954 

1945 

S1932 

S1937 

S1941 

1951 

S  30 ,000] 
20,00ol 
18  ,000| 
20 ,000j 
25 ,000 
10 ,000 
72 ,000 
50 ,000 
10,000 
20 ,000 
36 ,000 
32 ,000 
100,000 

t  8,589.16 

f  fi 

« 

P 

[4 

5 

514 

6 

6 

0V2 

Smithfield 

6 

6 

6 

6 

(b)  For  Purposes  Other  Than  Schools 


%  50 ,000 
25 ,000 
25  ,000 
40  ,000 
10  ,000 
40 ,000 
20  ,000 
35  ,000 
25 ,000 
40 ,000 
50  ,000 
50  ,000 
16 ,000 
20 ,000 
30 ,000 
50  ,000 
65 ,000 
5,000 
15 ,000 
25  ,000 
40 ,000 

4-1-19 
4-1-20 
7-9-21 
1-1-15 
7-1-19 

10-1-16 
9-1-19 
7-1-19 
1-1-17 
7-1-19 
1-1-20 
7-1-14 

10-1-16 
'  4-1-20 
5-1-19 
1-1-20 
5-1-20 
1-1-20 
4-1-21 
2-1-17 
1-1-21 

1959 
1960 
1961 
1955 

S1939 
1946 
1949 
1949 
1947 
1949 
1950 
1954 
1946 
1950 
1949 
1950 
1950 

S  1950 
1936 
1947 
1951 

$  50  ,000 
25 ,000 
25 ,000 
40 ,000 

5,000 
40 ,000 
20 ,000 
35 ,000 
25 ,000 
40  ,000 
50 ,000 
50 ,000 
16,000 
20 ,000 
30 ,000 
50 ,000 
65 ,000 

4,000 
15 ,000 
25  ,000 
40 ,000 

% 

6 

6 

6 

5 

5 

Boon  Hill 

5,473.49 

5 

6 

648.21 
3,210.34 
2,234.14 

5 

5 

5 

5 

7,285.50 
659.78 

5 

5 

6 

6 

3,997.16 
$  1,555.75 

5 

6 

5 

Smithfield 

6 

5 

3,503.33 

6 

JONES  COUNTY 
(a)  For  Schools 


$  60,000 
15 ,000 
25 ,000 

5-1-21 
11-1-19 
3-1-21 

S1951 
1939 

S  1948 

$  50,000 
15  ,000 
22 ,000 

White  Oak. 

6 

LEE  COUNTY 
(a)  For  Schools 


Broadway. ||    8,000  I  11-1-26  I     1946 


1,000 


5H 


506 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

LEE  COUNTY— Continued 
(a)  Fob  Schools — Continued 


Name  of  District 

Amount 

Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

%    7 ,000 
10 ,000 
10,000 
15,000 

11-1-26 
11-1-11 
11-6-22 
11-1-26 

1946 
1941 
1942 
Serial 

%    7 ,000 
10 ,000 
10,000 
15  ,000 

5 

2,500 
1,500 

p 

6 

6 

Special  Charter 


Sanford. 


10,000 
20 ,000 
35 ,000 
65 ,000 


7-1-06 
1-1-16 
5-1-22 

4-1-24 


1936 

1936 

S  1961 

1963 


10,000 
20 ,000 
35  ,000 
65 ,000 


4,000 
8,000 


LENOIR  COUNTY 
(a)  For  Schools 


La  Grange. 


3    7.5C0 


1946 


$    7,500 


Special  Charter 


Kinston. 


5*17  ,000 

»300  ,000 
>150  ,000 
*20 ,000 
*50 ,000 


1913 
1923 
1925 
1901 
1914 


1933 

Serial 

Serial 

1931 

1944 


8  17,000 

294 ,000 

147,000 

20,000 

50 ,000 


LINCOLN  COUNTY 
(a)  For  Schools 


Catawba  Springs. 
North  Brook 


%  20 ,000 

7-1-22 

S1951 

25 ,000 

6-1-24 

Serial 

35  ,000 

6-1-24 

Serial 

19  ,000 
25  ,000 
35 ,000 


Special  Charter 


Lincolnton. 


$*200 ,000     5-1-21      S  1950 


S195  ,000 


MACON  COUNTY 
(a)  For  Schools 


Franklin. 


Highlands. 


$  12,000 

1910 

1930 

50 ,000 

1923 

1943 

6,000 

1916 

1936 

District  No.  1 
District  No.  1 
District  No.  2 


S  12,000 

50 ,000 

6,000 


"Issued  by  Town  of  Kinston. 
"Issued  by  Town  of  Lincolnton. 


Part  IV 


507 


TABLE  XVIII— Continued 

MACON  COUNTY— Continued 
(b)  Fob  Purposes  Other  Than  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

Franklin. 

$  30 ,000 
60 ,000 

3-10-14 

8-1-14 

1944 
1944 

S  3C  ,000 
60 ,000 

6 

6 

MADISON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


No.  2  Township 

f  25,000 

5,000 

10 ,000 

10  ,000 

*50 ,000 

9-1-22 
10-1-20 

2-1-12 
10-1-20 

7-1-24 

1952 
1950 
1937 
1950 
S1954 

$  25,000 
5,000 
10 ,000 
10 ,000 
49,000 

8      580.52 

211.99 

5,350.27 

100.00 

6 

No.  14  Township 

Roads 

6 
6 

No.  16  Township 

6 

Spring  Creek.. _ 

6 

MARTIN  COUNTY 
(a)  For  Schools 


$  25 ,000 
25  ,000 
40  ,000 
25  ,000 

4-1-22 

6-1-21 

3-15-23 

1-1-17 

1942 
1941 
1943 
1937 

$  25 ,000 
25  ,000 
40  ,000 
25  ,000 

6 

Oak  City 

5J--2 

Robersonville 

5 

5 

(b)  For  Purposes  Other  Than  Schools 


Cross  Roads. 


S  50,000       4-1-21     4-1-37-46     Road  building..  ...  S  5C , COO 


Mcdowell  county 

(a)  For  Schools 


%  60,000 
7,000 
12 ,000 
10 ,000 

7-1-22 
8-1-18 
8-1-18 
7-1-22 

Serial 

1938 

1938 
1925-45 

$  56 ,000 
7,000 
12  ,000 
9,000 

6 

Glenwood 

6 

Nebo.. 

6 

6 

Special  Charter 


$  *3,000 
*12  ,000 

*65  ,000 

*60 ,000 
12 ,000 

1901 
1913 

1922    | 

1923 
7-1-14 

1931 

1943 
Annual 
Instal. 

1943 
Serial 

1    3,000 
12 ,000 

57 ,000 

60  ,000 
2,400 

6 

5 

}... 

6 

J 

6 

Old  Fort 

6 

(b)  For  Purposes  Other  Than  Schools 

$    6,000 
3,300 
4,300 
6,000 
10 ,300 
3,200 

3-1-17 
7-1-19 
7-1-19 
7-1-19 
7-1-19 
7-1-19 

S1932 
Serial 
Serial 
S1943 
S  1948 
S  1944 

$    2,500 
3,300 
4,300 
6,000 
10 ,300 
3,200 

6 

6 

6 

6 

6 

Higgins 

Roads 

6 

•From  Bond  Book  only.     *Issued  by  Town  of  Marion. 


508 


Report  of  Educational  Commission 


TABLE  XVIll-Continued 

McDOWELL  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools— Continued 


MECKLENBURG  COUNTY 
(a)  For  Schools 


Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  50 ,000 

5,000 

4,300 

10 ,000 

50 ,000 

20 ,000 

7-1-13 
11-1-24 
7-1-19 
7-1-13 
7-1-17 
7-1-13 

S1949 
S1934 
S1934 
S1942 
1947 
S  1942 

8  40 ,000 
5,000 
4,300 
8, COO 
50 ,000 
16 ,0C0 

6 

6 

6 

Nebo 

6 

North  Cove 

&A 

Old  Fort. 

6 

$  15,000 
15  ,000 
15 ,000 
12  ,000 
25  ,000 
12  ,000 
6,000 
20 ,000 

1-1-17 
7-1-16 

6-15-11 
1-1-14 
5-1-22 

12-1-17 
9-1-18 
7-1-13 

Serial 
1936 
Serial 
1-1-34 
Serial 
Serial 
Serial 
Serial 

$  11,000 
11 ,000 
7,500 
12 ,000 
25 ,000 
8,000 
6,000 
13,500 

Wi 

&A 

6 

6 

6 

6 

6 

6 

Charlotte- 


Davidson. 


$♦40,000 

*100,000 

*100  ,000 

*15  ,000 

*135,000 

♦100,000 

♦150,000 

♦500  ,000 

1,000,000 

30 ,000 

90  ,000 

80  ,000 

25 ,000 

25  ,000 

6,000 

3-1-01 
8-1-11 
2-1-18 
2-1-18 
2-1-18 
11-1-20 
11-1-20 
2-1-22 
9-1-24 
1-1-23 
1-1-23 
7-1-24 
7-1-24 
7-1-24 
9-1-1889 

3-1-31 

8-1-41 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
Serial 
1927-43 
1927-63 
1927-65 
1927-45 
1927-50 
1909-29 

\  40,000 

100 ,000 

79 ,000 

8,000 

106,000 

92 ,000 

134 ,000 

468 ,000 

985 ,000 

24 ,000 

86 ,000 

78 ,000 

23 ,000 

24 ,000 

2,000 


1,563.30 


MITCHELL  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

%  15,000 
30 ,000 
10,000 
30 ,000 
30 ,000 
50 ,000 
40 ,000 
25 ,000 
50  ,000 
10 ,000 

8-1-25 
7-1-19 
8-1-25 
1-1-22 
5-1-15 
1-1-20 
1-1-25 
8-1-25 
1-1-22 
7-1-23 

1935-49 
1949 
1935-44 
1933-52 
5-1-45 
1-1-50 
1929-55 
1945-65 
1933-52 
1923-55 

%  15,000 
30 ,000 
10,000 
30 ,000 
30 ,000 
50 ,000 
40 ,000 
25 ,000 
50 ,000 
10 ,000 

% 

6 

3,145.19 

5 

6 

1,000.00 

6 

6 

12,901.61 

6 

6 

Red  Hill.... 

6 

4,093.81 

6 

6 

♦Issued  by  Town  of  Charlotte. 


Part  IV 


509 


TABLE  XVIII— Continued 


MONTGOMERY  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

%  40 ,000 
40  ,000 
36 ,000 
20 ,000 
10 ,000 
10 ,000 
60 ,000 
25  ,000 
34 ,000 
35 ,000 

1921 
1921 
1922 
1910 
1922 
1922 
1924 
1912 
1922 
1922 

S1951 
S1951 
S1942 

1935 
S1942 
S1942 
S1954 

1942 
S  1942 
S  1952 

%  37,000 
37,000 
34 ,000 
20 ,000 
8,500 
8,500 
58  ,000 
25 ,000 
32 ,000 
33 ,000 

6 

6 

6 

Mt.  Gilead 

&A 

Pekin 

6 

6 

Star.. 

6 

Troy 

6 

6 

6 

Aberdeen 

Carthage 

Cameron 

Southern  Pines 


$112,000 

1914 

1934 

t75  ,000 

1-1-23 

Serial 

f50 ,000 

1926 

Serial 

10,000 

1-1-C8 

1928 

65,000 

63  ,500 

1-1-22 

S  1952 

50 ,000 

2-1-23 

S1954 

*6 ,000 

4-1-14 

1930 

*50 ,000 

7-1-22 

1926-49 

50 ,000 

6-1-24 

1926-54 

(b)  For  Purposes  Other  Than  Schools 

Mt.  Gilead 

%  30 ,000 

1-1-18 

S1948 

$  22 ,000 

6 

MOORE  COUNTY 
(a)  For  Schools 

S  75  ,0G0 

10-1-25 

1944 

t  75,000 

5M 

Special  Charters 

1,500.00 


6 
5 

5" 
6 

6 

6 

6 

5lA 

6 


NASH  COUNTY 
(a)  For  Schools 


$  10,000 
6,000 
10 ,000 
37 ,000 
10 ,000 
75 ,000 
8,000 
12 ,500 
20 ,000 
75  ,000 

6-1-22 
5-15-17 
6-1-22 
10-1-21 
6-1-21 
7-1-23 
6-1-13 
7-1-15 
5-1-22 
11-1-20 

1925-44 
1918-37 
1925-44 
S1951 
1922-41 
1925-47 
1933 
1921-45 
1925-44 
1921-45 

J  9,000 
3,300 
9,000 

33  ,000 
7,500 

71 ,000 
8,000 
9,500 

18 ,000 

6C  ,000 

6 

6 

6 

6 

6 

5A 

6 

Red  Oak... 

6 

6 

6 

'Issued  by  Town  of  Southern  Pines, 
tissued  by  Town  of  Aberdeen. 


510 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

NASH  COUNTY— Continued 
(b)  Fob  Purposes  Other  Than  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

Bailey 

t  20,000 
15 ,000 
10 ,000 
20  ,000 
20  ,500 
10 ,000 
6,000 
15 ,000 
50 ,000 
20 ,000 
20 ,000 
10 ,000 
10,000 
10 ,000 

Roads 

$  20 ,000 
15  ,000 
10 ,000 
20 ,000 
20 ,500 
10,000 

6,000 
15 ,000 
50 ,000 
20 ,000 
20 ,000 

9,500 
10 ,000 
10,000 

Roads .. 

Roads,-.  .- 

Roads-__ 

Roads.  .  

Dry  Wells 

Serial 

Mannings 

4-1-22 

1942 

Roads    

Roads 

North  Whitakers.. 

5-1-25 

S1945 

5 

Red  Oak 

South  Whitakers 

Roads  - 

NORTHAMPTON  COUNTY 
(a)  For  Schools 


Conway 

Jackson 

Potecasi 

Rich  Square 

Seaboard 

Woodland... 


45  ,000 
5,000 
10 ,000 
44 ,000 
70 ,000 
30 ,000 


6-1-26 


8-1-26 
2-1-26 


1946 
Serial 
Serial 
Serial 

1954 
S1942 


45 ,000 
2,500 
6,000 
37 ,000 
70 ,000 
23  ,000 


5M 


5 

5V2 


ONSLOW  COUNTY 
(a)  For  Schools 

$    5,000 

11-1-15 

1927 

S 

5,000 

%  5,000.00 

6 

(b)  For  Purposes  Other  Than  Schools 

$  10,000 

1-1-18 

1918-27 

$ 

1,000 

5 

orange  county 

(a)  For  Schools 

Chapel  Hill,  No.  7. 
Hillsboro.. 


S  25 ,000 

1920 

1940 

25 ,000 

1920 

S  1940 

100-.000 

1921 

1941 

$  25 ,000 
19,000 
75 ,000 


S  5,195. 


Special  Charter 


Chapel  Hill. 


35 ,000 
40 ,000 


6-1-15 
6-1-22 


1945 
1925-46 


{  35 ,000 
38 ,000 


$  7,391.83 


Part  IV 


511 


TABLE  XVIII— Continued 

PAMLICO  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$    7,000 

1913 

1943 

$    7,000 

%  1,550.00 

6 

PASQUOTANK  COUNTY 
(a)  For  Schools 


Special  District. 


I  25  ,000 
1,500 
5,000 

2-10-17 
2-10-19 
2-10-19 

S1927 
S1929 
S  1929 

250 

450 

1,500 


Special  Charter 

$  40,000 
280 ,000 
120,000 

10-1-17 
1-1-22 
7-1-23 

S1936 
1927-61 
1927-56 

$  20,000 
280 ,000 
120,000 

5 

6 

(b)  For  Purposes  Other  Than  Schools 


Drainage  District  No.  1 


S  60,000      12-1-22 


S  1939       Drainage. 


52 ,000 


PENDER  COUNTY 
(a)  For  Schools 


Atkinson 

Burgaw 

Long  Creek.. 
Rocky  Point 
Top  Sail 


$  25 ,000 
50 ,000 
25 ,000 
30 ,000 
60 ,000 

7-1-25 

11-15-26 

7-1-25 

7-1-25 

1925 

1926-50 
1927-56 
1926-50 
1926-55 
1926-54 

24  ,000 
50,000 
24 ,000 
29 ,000 
56  ,000 


5H 

5A 
VA 
5A 


(b)  For  Purposes  Other  Than  Schools 


Caswell 

Columbia. 


20 ,000 
10 ,000 


7-1-13 
7-1-13 


1943 
1943 


Road. 
Road. 


{  20 ,000 
10,000 


6,001.65 


PERQUIMANS  COUNTY 
(a)  For  Schools 


Hertford. 


%  15,000 
30,000 


1900 
1923 


1925-35 
1953 


I  10,000 
30 ,000 


i  7,250.00 


5lA 


PERSON  COUNTY 

Special  Charter 


Roxboro. 


*20 ,000 
*75 ,000 


1908 
1925 


1938 

1928-55 


$  20,000 
75 ,000 


7,574.67 
1,298.78 


•Issued  by  Town  of  Roxboro. 


512 


Eepobt  of  Educational  Commission- 


table  XVIII— Continued 

PITT  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  12,000 
20  ,000 
100 ,000 
40 ,000 
40 ,000 
20 ,000 
6,000 

7-1-17 
7-1-16 
5-1-20 
8-1-20 
7-1-22 
1-1-17 
1-1-14 

1937 

1936 
1921-50 

1950 
S1951 

1937 

1944 

S  12,000 

20 .000 

82 .0001 
40,000f 
35  ,000j 
20 ,000 

6,000 

$  1,758.25 
3,692.59 

16,016.00 

3,203.82 
1,005.97 

Bethel.— 

(6 

\  6 

u 

hy2 

sy% 

Special  Charter 


Ayden 

Greenville- 


$tl2  ,000 

1912 

1942 

*10,000 

1903 

1933 

*30 ,000 

1915 

1945 

*200,000 

1924 

1927-55 

(  12,000 

9 ,900 

30 ,000 

200 ,000 


15,000.00 


(b)  For  Purposes  Other  Than  Schools 


District  No.  2 

$168  ,000 
50 ,400 
50 ,000 
50 ,000 
50 ,000 
50 ,000 
50 ,000 
50 ,000 

7-1-21 
1-1-25 
9-4-16 
1-1-16 
10-1-15 
12-1-15 
1-1-14 
9-1-16 

S  24-33 
S  27-38 
S  16-46 

1946 

1945 

1945 

1954 

1946 

$117,600 
50 ,400 
50 ,000 
50 ,000 
50 ,000 
50 ,000 
50,000 
50 ,000 

% 

6 

6 

9,243.54 
10,162.56 
10,291.68 
10,347.65 
11,905.29 

9,244.66 

5 

5 

5 

Falkland 

5 

5 

5 

POLK  COUNTY 
(a)  For  Schools 


Columbus 

Green  Creek  No.  2 

Green  Creek 

Saluda 

Special  District 


$    5,000 

7-1-16 

1936 

3,000 

3-30-20 

1938 

3,000 

1916 

1931 

20 ,000 

1-1-21 

1941 

10 ,000 

3-1-14 

Serial 

/Agricultural  School 
\     building 


5,000 

3,000 

500 

20  ,000 

1,000 


Special  Charter 


Tryon 

$  65,000 
3,000 
7,000 

2-1-22 

3-21-10 

1915 

S  1937 
1950 

S  61 ,000 
3 ,000' 
7,000 

6 

6 

6 

•Issued  by  Town  of  Greenville, 
tissued  by  Town  of  Ayden. 


Part  IV 


513 


TABLE  XVIII— Continued 

RANDOLPH  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

S    8,000 

29  ,000 
75  ,000 

2-5-13 

5-1-24 
7-1-21 

1933 
1954 
1950 

$    8,000 

29 ,000 
75  ,000 

f 

5 

1,000.00 
1,120.00 

5V2 

6 

Special  Charter 


Asheboro_ 


$*1 0,000 

1906 

1926 

*5 .000 

1909 

1929 

*60 ,000 

1923 

1S28-58 

*50  ,000 

1924 

1929-58 

$  10.000 

5  .000 

60 .000 

50 .000 


5 
5 

5M 
5M 


(b)  For  Purposes  Other  Than  Schools 


Randleman. 


%  15.000 
10  ,000 


1-1-15 
10-1-15 


1945 
1945 


Roads S  15,000 

Roads... 10,000 


RICHMOND  COUNTY 
(a)  For  Schools 


$  12, COO 
15 ,000 
8,000 
15 ,000 
30  ,000 
40  ,000 
7,500 
7,500 

1917 

1922 

1917 

7-1-25 

1923 

1924 

3-1-19 

3-1-19 

S1937 
Serial 
Serial 
1940 
Serial 
Serial 
S1939 
S1935 

• 

$    7,500 

14 ,000 

6,000 

15 ,000 

28 ,000 

39  ,000 

6,500 

4,500 

5lA 

Ellerbe               

6 

6 

hVi 

hVi 

Wolf  Pit 

5lA 

6 

6 

Special  Charter 


Hamlet. 


Rockingham. 


$110,000 

7-1-23 

1924-53 

t5  ,000 

7-1-09 

1939 

tio  ,000 

7-1-13 

1943 

tl8,C00 

7-1-01 

1931 

t20 ,0C0 

7-1-13 

1943 

tioo  ,00c 

4-1-22 

Serial 

$104 ,000 
5,000 
10,000 
10 ,0C0 
20 ,000 
94 ,000 


5M 


6 

VA 


(b)  For  Purposes  Other  Than  Schools 


Beaver  Dam 

Black  Jack 

Mineral  Springs 
Macks  Creek 


$  15,000 

1910 

1940 

5,000 

1908 

1938 

5,000 

1908 

1938 

15 ,000 

19C9 

1939 

Roads 
Roads 
Roads 
Roads 


$  15,000 
5,000 
5, COO 
15 ,000 


"Issued  by  Town  of  Asheboro. 
flssued  by  Town  of  Rockingham, 
tissued  by  Town  of  Hamlet. 


33 


514 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

RICHMOND  COUNTY— Continued 
(b)  Fob  Purposes  Other  Than  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  10,000 
15 ,000 
10  ,000 
10 ,000 
5,000 
10.0G0 

1905 
1906 
1908 
1905 
1906 
1907 

1935 
1936 
1938 
1935 
1936 
1937 

$  10,000 
15 ,000 
10 ,000 
10 ,000 
5,000 
10 ,000 

6 

6 

6 

Wolf  Pitt 

6 

6 

6 

ROBESON  COUNTY 
(a)  For  Schools 


Alfordsville,  No.  1 

Fairmont,  No.  1 

Howellsville,  No.  2 

Lumber  Bridge,  No.  1. 

Philadelphus 

Parkton,  No.  1 __. 

Pembroke,  No.  1 _. 

Red  Springs,  No.  1..'.. 

Rowland,  No.  1.. 

St.  Pauls,  No.  4 

Sterlings,  No.  1 .. 

Smiths,  No.  1 


J  25,000 
75 ,000 
8.0CC 
13  ,000 
15 ,000 
12  ,500 
40  ,000 
15  ,000 

6-1-21 
6-1-22 
7-1-18 
6-1-13 
6-1-13 
5-1-12 
7-1-22 
8-1-13 

1941 
Serial 

1948 
S1943 

1943 
Serial 
Serial 

1943 

7 ,500 

7-1-16 

1936 

75 ,000 

7-1-24 

Serial 

23  ,000 

1913 

Serial 

15 ,000 

1913 

1943 

25 ,000 

11-1-21 

1941 

30  ,CC0 

6-1-24 

Serial 

25 ,000 

$      500 

69 ,000 

3,000 

8,000 

489 

11 ,000 

2,000 

15  ,000 

1,000 

7,500 

37 ,500 

1,500 

15,000 

4,413 

7,500 

75  ,000 

2,000 

14 ,500 

550 

15,000 

6,875 

25  ,C0C 

6C0 

30  ,000 

1,000 

Special  Charter 

S  25  ,000 
20 ,000 
30 ,000 

160,000 
20 ,000 

100,000 

2-1-07 
10-1-15 
5-1-21 
5-1-20 
7-1-15 
4-1-24 

1937 
1926-35 

1951 

1953 

1945 
1927-54 

$  25,000 
18  ,000 
30 ,000 

160,000 
20 ,000 

100,000 

$  1,668 

5^ 

5V2 

2,300 
10 ,600 
4,930 
2,000 

6 

5V2 

5H 

5V2 

(b)  For  Purposes  Other  Than  Schools 


Alfordsville 

Fairmont 

Gaddys 

Howellsville 

Lumber  Bridge 

Lumberton 

Maxton. 

Orrum 

Parkton 

Pembroke 

Philadelphus... 

Raft  Swamp 

Robert 

Rowland 


S  60  ,G00 
60 ,000 
20 ,000 
40  ,000 
15  ,000 
20 ,000 
100  ,000 
100  ,000 
25  ,000 
20 ,000 
50  ,000 
25 ,000 
20 ,000 
20 ,000 
50 ,000 

Township  roads 

$  60,000 

Township  roads 

60 ,000 

Township  roads 

20 ,000 

Township  roads 

40 ,000 

Township  roads 

15 ,000 

Township  roads 

20 ,000 

Township  roads 

100 ,000 

Township  roads 

100 ,000 

Township  roads 

25 ,000 

Township  roads 

20 ,000 

Township  roads 

50 ,000 

25 ,0C0 

Township  roads 

20 ,000 

Township  roads 

20 ,000 

Township  roads 

50 ,000 

Part  IV 


515 


TABLE  XVIII— Continued 

ROBESON  COUNTY— Continued 
(b)  Fob  Purposes  Othbb  Than  Schools — Continued 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  10 ,000 
10 ,000 
75 ,000 
20 ,000 
25 ,000 
10 ,000 
20 ,000 
30 ,0C0 
35 ,000 

Township  roads 

Township  roads 

Township  roads 

Township  roads 

Township  roads 

Township  roads 

Township  roads 

Township  roads 

Township  roads 

$  10,000 
10 ,000 
75 ,000 
20 ,000 
25 ,000 
10, COO 
20 ,000 
30 ,000 
35 ,000 

St.  Pauls 

ROCKINGHAM  COUNTY 
(a)  For  Schools 


Special  District. 


S    5,000     10-1-21        1943 


5,000    6 


Special  Charter 


$120,000 

30  ,000 

20 ,000 

300  ,000 

*75 ,000 

10-1-21 
7-3-01 
5-1-16 
8-1-21 
5-1-24 

1926-44 

$  19,000 

30,000 

20 ,0C0 

279 ,000 

75  ,000 

6 

ili 

1936 
1924-51 
1927-54 

5 

5 

hYi 

ROWAN  COUNTY 
(a)  For  Schools 


China  Grove ... 

Cleveland 

Granite  Quarry 

Mt.  Ulla 

Woodleaf 


$  50,000 

1925 

1926-50 

35  ,000 

1926 

1928-56 

25 ,000 

1925 

1926-50 

25 ,000 

1926 

1928-56 

35 ,000 

1926 

1928-56 

Building 
Building 
Building 
Building 
Building 


49,000 
35 ,000 
24 ,000 
25 ,000 
35 ,000 


5J4 


Special  Charter 


East  Spencer 

Spencer 

Salisbury 


5*60  ,000 

7-1-22 

cl70  ,000 

19C6 

f55 ,000 

1915 

t250 ,000 

1C-15-21 

tioo.ooo 

7-1-23 

|450 ,000 

4-1-25 

tl50 ,000 

1925 

S  1951 
S1956 

1955 
1924-51 
1926-53 
1926-61 

1962 


!  56,000 
110,000 

55 ,000 
235 ,000 

98 ,000 
446 ,000 
150 ,000 


$  2,070.00 


6 
5 
6 

4M 


(b)  For  Purposes  Other  Than  Schools 

Gold  Hill 

$    7,000 
50 ,000 

8-1-1889 
8-1-1889 

S  1929 
S1929 

$    2,000 
14 ,000 

5 

5 

Issued  by  Town  of  Reidsville. 
tissued  by  Town  of  Salisbury. 


tissued  by  Town  of  Madison.      *Issued  by  Town  of  East  Spencer, 
clssued  by  Town  of  Spencer. 


516 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

RUTHERFORD  COUNTY 

(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 

Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

%    5. COO 

150 ,000 

25  .000 

*100  ,coo 

150  ,000 

|1C  ,000 

1200  ,000 

20 ,000 

9.000 

12-1-21 
7-1-24 

12-1-21 
1921 
7-1-24 
1910 
7-1-24 
1-1-22 
3-1-20 

1941 
S  1953 

1941 
S  1962 
S1953 

1940 
S1953 

1942 

1940 

$    5,000 

150 .000 

25 ,000 

94 ,500 

150  ,000 

10 ,000 

200 ,000 

20 ,000 

9,000 

$      200 

6 

5V2 
6 

500 

6 

5H 
6 

5}4 

300 
100 

6 

6 

(b)  For  Purposes  Other  Than  Schools 

%  20,000 
12  ,000 

2-15-18      1919-48     Road 

S  20,000 
12 ,000 

6 

2-15-18      1919-48     Road 

6 

SAMPSON  COUNTY 
(a)  For  Schools 


Franklin. 
Garlans.. 


60 ,000 
35 ,000 


6-1-25 
7-1-24 


S1945 
S1944 


Funding. 
Building. 


60 ,000 
35 ,000 


24,240 


Special  Charter 

si    ioo 

t  6 ,000 
J60 ,000 

7-1-12 
1-1-17 
7-1-24 

1927 

1937 

S1944 

$        100 

6,000 

56 ,000 

5 

5 

5 

SCOTLAND  COUNTY 
(a)  For  Schools 


Special  District. 


3,700 
9,000 


5-1-14 
6-1-19 


1934-44 
1939 


3,700 
9,000 


Special  Charter 


Gibson. 


Laurinburg. 


$    5,000 

1913 

S1944 

10 ,000 

1919 

S  1939 

30 ,000 

1922 

S1954 

30 ,000 

7-1-09 

1939 

§150,000 

9-1-21 

1951 

I     1 ,900 

6,000 

26,000 

30 ,000 

150,000 


(b)  For  Purposes  Other  Than  Schools 


Laurel  Hill.. 
Spring  Hill.. 
Stewartsville 
Williamson.. 


$  30 ,000 

1911 

Serial 

20 ,000 

1911 

Serial 

50 ,000 

1909 

1939 

30 ,000 

1909 

1939 

Road  building. 
Road  building. 
Road  building. 
Road  building. 


$  24 ,000 
16,000 
50 ,000 
30 ,000 


4,595.83 
4,279.19 


"Issued  by  Town  of  Forest  City. 
§  Issued  by  Town  of  Laurinburg. 


tissued  by  the  Town  of  Rutherfordton. 
{Assumed  by  the  County. 


Part  IV 


517 


TABLE  XVIII— Continued 

STANLY  COUNTY 
(a)  For  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

S  15,000 
4,000 

1914 
1918 

S1934 
S1938 

S  10,000 
2,200 

6 

6 

Special  Charter 

8*13,000 

*50  ,000 

*170,0G0 

1912 
1921 
1925 

Serial 
Serial 

8  10,000 
47 ,000 
170  ,000 

6 

6 

6&5% 

STOKES  COUNTY 
(a)  For  Schools 


Walnut  Cove. 


$  20.000      12-1-23      Serial 


19,000 


Cb)  For  Purposes  Other  Than  Schools 


8  25  ,000 
35  ,0CC 
15  ,000 
40 ,000 
35  ,000 
40  ,000 
50  ,000 
35  ,000 
80  ,000 

7-7-19 
1-1-20 
2-2-14 
1-1-14 
5-5-19 
7-7-19 
1-1-14 
7-7-19 
5-5-19 

1949 
1950 
1944 
1944 
1949 

Serial 
1944 
1949 

Serial 

Roads... 

8  25  ,000 
35 ,000 
15 ,000 
40 ,000 
35 ,000 
36, GOO 
50 ,000 
35  ,000 
72  ,000 

6 

6 

Roads 

6 

6 

6 

Roads 

6 

6 

6 

Yadkin 

6 

SURRY  COUNTY 
(a)  For  Schools 


Special  District 

Elkin.... 

Mt.  Airy 


$    5,000       6-1-19        1939 


5,000 


Special  Charter 


$  20  ,000 

4-1-14 

fl5  ,000 

2-1-08 

1938 

f25  .000 

8-1-15 

1945 

f30  ,000 

8-1-19 

1949 

t40  .000 

7-1-21 

1951 

t60 ,000 

9-1-23 

Serial 

f33  ,500 

8-1-24 

Serial 

20 ,000 
15 ,000 
25  ,000 
30 ,000 
40  ,000 
57 ,000 
33  ,500 


5 

5 

5 

6 

5H 

5^ 


(b)  For  Pur 

poses  Other  Than  ScHOOLsft 

$  30 ,000 

35  ,000 

5,000 

20 ,000 

1915 
1915 
1917 
1911 

1945 
1947 

1947 
1941 

8  30 ,000 

35  ,000 

5,000 

20 ,000 

6 

Elkin 

6 

6 

Railway  bond 

5 

•Issued  by  Town  of  Albemarle.  tissued  by  Town  of  Mt.  Airy. 

ttThese  township  road  bonds  have  been  taken  over  by  the  county. 


518 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 
SURRY  COUNTY— Continued 


(b)  For  Purposes  Other  Than  Schools 

Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  10,000 
25  ,000 
80  ,000 
26 ,500 
1,500 
20 ,000 
30 ,000 
25  ,000 
25  ,000 
30 ,000 

1915 
1916 
1913 
1915 
1918 
1916 
1915 
1915 
1916 
1915 

1945 
1946 
1943 
S1945 
1933 
1946 
1945 
1945 
1946 
1945 

$  10,000 
25 ,000 
80 ,000 
20 ,500 
1,500 
20 ,000 
30 ,000 
25 ,000 
25  ,000 
30,000 

5 

6 

Mt.  Airy. 

5 

Pilot 

5 

6 

6 

Shoals 

6 

6 

6 

Westfield. 

6 

SWAIN  COUNTY 
(a)  For  Schools 


Charleston,  No.  1. 


S  50,000       1922  1951         Buildings $50,000    $4,377.50       5^ 


(b)  For  Purposes  Other  Than  Schools 


Forney's  Creek. 


$200,000       9-1-23       1940         Roads 


$200 ,000 


TRANSYLVANIA  COUNTY 
(a)  For  Schools 


Boyd. 

Brevard 

Cathey  Creek 


$     1 ,600 

8-1-17 

1937 

25  ,0C0 

5-1-18 

1938 

10  ,000 

8-1-19 

1939 

15  ,000 

3-15-21 

1941 

$    1 

,600 

25 

,000 

10 ,000 

15 

,000 

TYRRELL  COUNTY 
(a)  For  Schools 


$    5,000 
8,000 
6,000 

10-1-22 

10-1-16 

1-1-24 

1923-42 
1917-36 
1926-37 

$    4,000 
4,000 
5,000 

6 

6 

6 

UNION  COUNTY 
(a)  For  Schools 

$  20 ,000 
25 ,000 
25  ,000 

1918 
1922 
1923 

S1938 

1942 

S  26-50 

$  12,000 
25 ,000 
24 ,000 

$ 

6 

6,800.30 

6 

6 

VANCE  COUNTY 
(a)  For  Schools 

Kittrell 

$  45 ,000 

8,000 

20 ,000 

3-1-23 

1-1-16 
3-1-23 

1943 
1936 
1952 

$  45 ,000 

8,000 

20,000 

5 

6 

6 

Part  IV 


519 


TABLE  XVIII— Continued 

VANCE  COUNTY—  Continued 

Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  25  ,000 
30 ,000 
100 ,000 
50 ,000 

1905 
1913 
1923 
1923 

S1928 
1943 
S1943 
S1943 

$    4,000 
30 ,000 
98 ,000 
49 ,000 

% 

5 

1,500 

5 

5 

5 

(b)  For  Purposes  Other  Than  Schools 


Townsville. 


75 ,000 
30 ,000 


7-10-19 
1924 


S  1949 
1955 


Railroads- 
Railroads. 


68  ,000 
30 ,000 


WAKE  COUNTY 
(a)  For  Schools 


Gary,  No.  2. 


Holly  Springs,  No.  2. 
Little  River,  No.  4. .. 


Mark's  Creek,  No.  1. 


Middle  Creek 

St.  Mary's,  No.  1 
White  Oak 


S  25 ,000 
20 ,000 
10 ,000 
10,000 
15 ,000 

8,000 
10 ,000 
10 ,000 
25 ,000 
15 ,000 

7,500 
18,000 
12 ,500 
16,500 

7-1-13 
7-1-22 
4-1-14 
7-1-09 
7-1-13 
5-1-16 
7-1-11 
7-1-17 
7-1-23 
7-1-17 
7-1-22 
1-1-24 
7-1-13 
7-1-24 

1943 

1942 

1944 

1939 

1938 

1936 

1941 

1937 

1953 

1947 

1942 
1927-54 

1943 
1927-54 

25 ,000 
20 ,000 
10 ,0C0 
10 ,000 
15 ,000 

8 ,000 
10 ,000 
10,000 
25 ,000 
15 ,000 

7,500 
18  ,000 
12 ,500 
16 ,500 


523,348.80 
1,786.01 
7,835.66 


22,553.06 

3,141.86 
3,929.91 
5,255.79 


6 

6 

5K 

6 

6 


5V2 
6 

5y2 

6 

5V2 

6 

5^ 


Special  Charter 


Raleigh. 


Wake  Forest. 


$  50,000 
100 ,000 
350  ,000 
300 ,000 
350  ,C00 
400  ,000 
400 ,000 
25 ,000 

1899 

6-1-16 

6-1-22 
10-1-23 
10-1-24 

6-1-26 
12-1-26 
10-1-21 

1929 
1946 
Serial 
Serial 
Serial 
Serial 
Serial 
S1951 

f  50,000 
100 ,000 
326 ,000 
294  ,000 
350 ,000 
400 ,000 
400 ,000 
6,000 


$48,291.74 
42,060.64 


5 
5 

m 

5 
6 


WAKE  COUNTY—  Continued 

(b)  For  Purposes  Other  Than  Schools 


A  vent's  Ferry 

Garner 

Middle  Creek. 
West  Wake.... 


$    6,000 

10-1-19 

1949 

40 ,000 

7-1-18 

1958 

50  ,000 

7-1-15 

1955 

130 ,000 

1-1-19 

S1949 

Roads. 
Roads 
Roads 
Roads 


;   6,ooo 

40 ,000 
50 ,000 
109 ,000 


3,883.91 


520 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 

WARREN  COUNTY 
(a)  Fob  Schools 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

S  15,000 
10 ,000 
12  ,500 
85 ,000 

1916 
1916 
1916 
1923 

1936 

1936 

1936 

Serial 

f  15,000 
10,000 
12 ,500 
73 ,000 

%  7,000.00 
5,345.09 
6,275.00 

6 

6 

6 

6 

(b)  Foe  Pubposes  Otheb  Than  Schools 


Fork 

Fishing  Creek 

Hawtree 

Judkins 

Nutbush 

River 

Roanoke 

Warrenton 


$  25 ,000 

4-1-17 

1941 

20,000 

9-1-26 

1946 

40 ,000 

4-1-17 

1956  ' 

40 ,000 

8-1-16 

1956 

25  ,C00 

11-1-21 

1955 

30  ,000 

2-1-15 

1951 

10 ,000 

4-1-17 

1947 

50 ,000 

2-1-14 

1954 

Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 


25 ,000 
20,000 
40 ,000 
40 ,000 
25 ,000 
30 ,000 
10,000 
50 ,000 


$55,000.00 


6 

5 

5 

5V2 

6 

5 


WASHINGTON  COUNTY 
(a)  Foe  Schools 


Special  District 

Creswell 

Mackeys 


15  ,000 
15  ,000 
10 ,000 


9-17-18 
5-14-17 
8-1-24 


1938 
1937 
1944 


15,000 
15  ,000 
10,000 


Special  Chabteb 


Plymouth. 


60,000 
60 ,000 


3-15-20 
5-1-21 


1950 
1951 


60 ,000 
60 ,000 


$12,500.00 


WATAUGA  COUNTY 
(b)  Foe  Pubposes  Othee  Than  Schools 


Boone  Township . 


$27,000       5-1-18       1945         Railroad $27,000 


WAYNE  COUNTY 
(a)  Fob  Schools 


Special  District.. 

Eureka 

Fork  (Rosewood) 
Pikeville... 


$    6,000 
10, COO 
25  ,CC0 
25 ,0C0 
50 ,000 

7-1-15 
1-1-14 
10-1-24 
4-1-22 
5-1-24 

1935 
1934 
1951 
1942 
1944 

4,250.00 


5 
5 
5M 


Special  Chabteb 


Fremont. 


$  25 ,000 
75 .000 
15,000 

6-1-19 
6-1-22 
7-1-23 

1939 
S  1952 
S  1953 

25 ,000 
71 ,000 
14 ,500 


Part  IV 

TABLE  XVIII— Continued 
WAYNE  COUNTY— Continued 
Special  Charter 


521 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

$  40,000 
75,000 
25 ,000 
300 ,000 
325 ,000 
tlOO  ,000 

1-1-14 
7-1-19 
6-1-18 
5-1-22 
6-1-25 
1924 

1934 
1959 
1938 

S1952 
S1955 
S1954 

$  40 ,000 
75 ,000 
25 ,000 
280 ,000 
319, 0C0 
100,000 

5 

5 

6 

5 

4}  2 

Mt.  Olive 

5Ji 

(b)  For  Purposes  Other  Than  Schools 


Goldsboro 
Mt.  Olive.. 

Nahunta.. 


S  40,000 

1-1-14 

1944 

30 ,000 

4-1-15 

1935 

50 ,000 

7-1-17 

Serial 

Roads 
Roads 
Roads 


I  40,000 
30  ,C00 
44  ,000 


WILKES  COUNTY 
(a)  For  Schools 


Wilkesboro. 


15,000       1922         S1942 $  13,000 


5}'2 


Special  Charter 


North  Wilkesboro. 


1*10,000 

1912 

1942 

*8 ,000 

1913 

1943 

*9 ,000 

1914 

1944 

S  10,000 
8,000 
9,000 


(b)  For  Purposes  Other  Than  Schools 


North  Wilkesboro . 


$20,000       7-1-13     1923-52     Railroad $16,000 


WILSON  COUNTY 
(a)  For  Schools 


$  25  ,000 
60  ,000 
75 ,000 
5  .000 
145  ,000 
25  ,000 
20 ,000 
35  ,000 
15  ,000 
25  ,000 
25 ,000 

8-1-19 
8-1-21 
11-1-23 
12-1-17 
2-1-22 
8-1-21 
8-1-25 
8-1-21 
10-1-19 
2-1-22 
8-1-21 

1939 
S1948 
S1949 

1937 
S1949 
S1948 

1956 
S  1948 

1939 
Serial 
S1948 

$  25 ,000 
54 ,000 
73 ,000 
5,000 
135 ,000 
22 ,000 
20 ,000 
32  ,000 
15  ,000 
23  ,000 
22  ,000 

6 

6 

6 

Old  Fields 

6 

6 

6 

6 

6 

6 

tissued  by  Town  of  Mt.  Olive. 
'Issued  by  Town  of  North  Wilkesboro. 


522 


Report  of  Educational  Commission 


TABLE  XVIII— Continued 
WILSON  COUNTY— Continued 
Special  Charter 


Name  of  District 

Amount 
Issued 

Date 
Issued 

Date  of 
Maturity 

Purpose  of  Issue 

Amount 

Out- 
standing 

Amount  in 

Sinking 

Fund 

Inter- 
est 
Rate 

Toisnot-Elm  City 

$  75 ,000 
40 ,000 
30 ,000 
35  ,000 
25  ,000 
300,000 
90 ,000 
35 ,000 
75  ,000 

8-1-21 
11-1-26 
4-1-14 
10-1-17 
3-1-20 
7-1-21 
7-1-23 
7-1-24 
7-1-26 

S1951 
1955 
1943 

S  1944 
1950 
1951 
1950 
1953 
1958 

S  69,000 
40 ,000 
30,000 
30  ,000 
25 ,000 
279  ,000 
90 ,000 
35 ,000 
75 ,000 

6 

5 

5 

5)4 

6 

6 

5H 

5 

4K 

Total  sinking  fund 

$  5,800.00 

, 

(b)  For  Purposes  Other  Than  Schools 


Wilson. 


,000       1-1-08     S  1-1-38     Roads $  95 ,000    8  20,300.00     5 


YADKIN  COUNTY 
(a)  For  Schools 


Boonville.-. 
East  Bend.. 
Jonesville... 
Yadkinville 


S    8,000 

3-1-17 

1937 

6,000 

8-15-16 

1936 

12 ,000 

7-1-25 

S  1951 

15  ,000 

4-1-23 

S1952 

Buildings 
Buildings 
Buildings 
Buildings 


S    8 


,000 
6,000 
12  ,000 
14 ,500 


$  3,317.04 
1,276.02 


5H 
6 
6 
5M 


Special  Charter 


East  Bend. 


$    6,000     8-15-16       1936 


$    6,000    $  1,025.97 


524 


Report  of  Educational  Commission 


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10 ,000 
112,000 
231  ,000 
104  .COO 
48  ,000 
8,000 

Power  and  lights 

Streets 

Public  improvements. 

Street  improvements 

Streets  and  water _ 

Streets  and  refunding... 

Lights. 

1926-55 
S1936 
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1-1-25 
2-1-11 
4-1-20 
2-1-24 
12-1-24 
7-1-25 
1920 

$        30 ,000 

10.0C0 

125 ,000 

275  ,000 

120 ,000 

50 ,000 

10 ,000 

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Past  IV 


591 


TABLE  XX— LIST  OF  COUNTYWIDE  CURRENT  LIABILITIES  OR  FLOATING 
INDEBTEDNESS:}— OUTSTANDING,  1926— BY  COUNTIES 


ALAMANCE  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 


Amount 
Incurred 


Date  of 
Maturity 


Purposef 


Amount 
Outstanding 


Interest 
Rate 


S  100,000.00 

100,000.00 

55,715.78 

76,859.94 

500.00 


7-27-27 
9-17-27 
Demand 

1927 

1928 


fW.  J.  Doyle 

W.  J.  Doyle 

Notes  to  various  people 

Various  people 

Various  people 


100,000  00 
100,000.00 
55,715.78 
76,859.94 
5C0.G0 


ANSON  COUNTY 
(a)  For  Schools 


12-15-26      S    52,500 


12-15-27         Funding  notes. 


S    52,500 


4M 


(b)  For  Purposes  Other  Than  Schools 


6-30-26 
3-20-26 
5-10-26 

9-9-26 
6-12-26 
8-14-26 

1-6-27 
12-8-26 
2-18-27 
2-12-27 
12-6-26 


1,812 

25,000 

50 ,000 

25  ,000 

25 ,000 

25  ,000 

25  ,000 

13  ,500 

5,000 

6,500 

4,500 


6-30-27 
3-20-27 
5-10-27 

6-9-27 
6-12-27 
8-14-27 

1-6-28 

3-8-27 
4-18-27 
5-12-27 

3-6-27 


Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges 

Roads  and  bridges. 

Roads  and  bridges 

Rebuilding  county  home 
Rebuilding  county  home 
Rebuilding  county  home 
Current 


1,812 

25  ,000 

50,000 

25 ,000 

25  ,000 

25 ,000 

25  ,000 

13  ,500 

5,000 

6,500 

4,500 


6 

4.7 

4.50 

4.90 

4.40 

4.40 

4.75 

6 

6 

6 

6 


*ASHE  COUNTY 
(a)  For  Schools 


12-1-25 
1-5-26 


55  ,000 
60 ,000 


6-1-26 
2-5-26 


Vouchers . 
Vouchers. 


55  ,000 
60  ,000 


(b)  For  Purposes  Other  Than  Schools 


6-2-25 
6-16-25 
9-16-25 
10-5-25 
12-21-25 
3-15-26 


2,000 
30 ,000 
25  ,000 
15  ,000 
15  ,000 
30,000 


6-2-26 
6-16-26 
9-17-26 
10-5-26 
12-1-26 
9-15-26 


Water  power  survey 

Renewal . 

Renewal 

Renewal 

Renewal 

Renewal 


2,000 

6 

30 ,000 

m 

25  ,000 

5 

15  ,000 

5H 

15  ,000 

5M 

30 ,000 

5 

AVERY  COUNTY 

(b)  For  Purposes  Other  Than  Schools 


1-4-26      S     10,000 


4-4-26         General  county  fund. 


10  ,000 


t/Purpose  is  "mainly  for  roads"  according  to  Register  of  Deeds.    Report  shows  only  to  whom  owed. 

•$100,000  to  be  funded  with  county  bonds. 

JDoes  not  include  indebtedness  to  State  Literary  Fund  and  State  Special  Building  Fund  for  Schools. 


592 


Report  of  Educational  Commission 


TABLE  XX— Continued 

BEAUFORT  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

12-15-25 

$    40,000 
45  ,000 

12-15-27 
12-15-27 

$    40,000 
45  ,000 

5 

12-15-25 

5 

BERTIE  COUNTY 
(a)  For  Schools 


5-10-26     S    25,000 


5-10-27         Schools. 


25 ,000 


4M 


(b)  For  Purposes  Other  Than  Schools 


10-6-26 
11-9-26 
10-8-26 
1-4-27 


$  40,000 
10 ,000 
15 ,000 
5,000 


10-8-27 
2-9-27 

10-8-27 
3-5-27 


New  jail 

Roads.. 

Sinking  fund. 
Roads 


40 ,000 
10 ,000 
15 ,000 
5,000 


5 
5 


BLADEN  COUNTY 
(a)  For  Schools 


9-22-26 
9-26-26 
10-9-26 


30 ,000 
23  ,500 
30 ,000 


3-22-27 
3-7-27 

2-9-27 


Building. 
Building. 
Building. 


$  30,000 
23  ,500 
30,000 


5 
5 
5H 


(b)  For  Purposes  Other  Than  Schools 


9-9-26 

8-2-26 

8-16-26 

10-28-26 


30  ,000 
20 ,000 
100 ,000 
25 ,000 


10-9-26 

2-2-27 

8-16-27 

12-28-27 


Road  improvement. 
Road  improvement. 
Loan  to  state. 

Road  improvement. 


$  30,000 
20 ,000 
100 ,000 
25  ,000 


BRUNSWICK  COUNTY 
(b)  Fob  Purposes  Other  Than  Schools 


Notes* 


$  301 ,000 


BUNCOMBE  COUNTY 
(a)  For  Schools 


12-11-26 
7-1-26 


150,000,00 
68,183.05 


6-11-27 
Openacct. 


Board  of  education 

Salaries  and  operating  expenses  for  city 
of  Asheville 


150,000.00 


68,183.05 


i3A 


(b)  For  Purposes  Other  Than  Schools 


9-15-26 
9-15-26 
7-31-26 


t  200,000 

500 ,000 

1 ,000 ,000 


4-25-27 
3-16-27 
7-30-27 


Road  maintenance. 

Road  building 

Road  building 


$  200 ,000 

500 ,000 

1 ,000 ,000 


m 
m 
m 


•Report  not  itemized  as  to  purpose,  etc 


Part  IV 


593 


TABLE  XX— Continued 

BURKE  COUNTY 
(b)  Fob  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

S      6,806.48 
162.74 

CALDWELL  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

$  1,066.25 

CARTERET  COUNTY 
(a)  For  Schools 

5-1-23 

$    40,000 

1924 

$    37,000 

6 

(b)  For  Purposes  Other  Than  Schools 

$  350 ,000 
250  ,C00 
125  ,000 
350 ,000 
150,000 
100 ,000 

4-1-27 
6-15-27 
11-23-27 
11-23-27 

4-4-27 

Loan  to  State  Highway  Commission.. 

$  350,000 
250 ,000 
125  ,000 
350 ,000 
150 ,000 
100 ,000 

4M 

5M 

514 

5H 

5H 

6 

CASWELL  COUNTY 
(b)  Fob  Purposes  Other  Than  Schools 


1924 

i        15 ,000 
5,600 
75  ,000 

1927 
1926 
1-1-27 

S        10,000 
5,600 
75  ,000 

hYi 

1924 

1925 

6 

CATAWBA  COUNTY 
(a)  For  Schools 

8-2-26 

$        60 ,000 

40  ,000 

208  ,000 

4,650 

2-2-27 
1-5-27 
3-7-27 

$       60 ,000 

40 ,000 

208  ,000 

4,650 

7-5-26 

4-7-26 

• 

(b)  Fo 

r  Purposes  Other  Than  Schools 

9-7-26 

$        15 ,000 
13 ,200 
25 ,000 
30 ,000 
30 ,000 
235 ,000 

3-7-27 

$        15 ,000 
13  ,200 
25 ,000 
30  ,000 
30 ,000 
235 ,000 

10-4-26 

4-4-27 
5-5-27 
5-1-27 
3-21-27 

11-5-26 

11-1-26 

4-21-26 

33 


594 


Report  of  Educational  Commission 


TABLE  XX— Continued 

CHATHAM  COUNTY 

(a)  For  Schools 


Date 
Incurred 


Amount 
Incurred 


S      15,000 


Date  of 
Maturity- 


Purpose 


Note. 


Amount 
Outstanding 


t        15 ,000 


Interest 
Rate 


(b)  For  Purposes  Other  Than  Schools 


20  .000 
10,000 
10,000 
15,000 


Roads  and  bridges 

Funding ._ 

Funding 

Funding 


S        20 ,000 
10 ,000 

10X00 
15,000 


CHOWAN  COUNTY 
(a)  For  Schools 


$        10,000 


10,000 


(b)  For  Purposes  Other  Than  Schools 


20,000 


Roads. 


2G  ,000 


CLAY  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


t 

1,000 
2,500 
2,500 
4,000 

Current 

Current..  

s       i  ,000 

2,500 
2,5C0 
4, COO 

6 

2-27 
2-27 
12-27 

8 

8 

Current 

5}-2 

COLUMBUS  COUNTY 
(a)  For  Schools 


6-24-26 
6-21-26 
6-24-26 


$  25 ,000 
25 ,000 
25,000 


-24-26 
-21-26 

-24-26 


25  ,000 
25  ,000 
25 ,000 


5M 
5M 
5M 


(b)  For  Purposes  Other  Than  Schools 


6-2-26 
8-15-25 
11-2-25 


7-5-26 


75  ,000 
400 ,000 
50 ,000 
25  ,000 
20 ,000 
20 ,000 
30 ,000 


12-2-26 
2-15-27 
5-2-27 
4-1-27 
6-22-27 
6-22-27 
7-5-27 


General  county  fund 

Loan  state  highway 

Roads  and  bridges 

General  county  expense 


75 ,000 
400 ,000 
50 ,000 
25 ,000 
20 ,000 
20 ,000 
30  ,000 


5M 

5M 

5li 


CRAVEN  COUNTY 
(a)  For  Schools 


Brought  J 

over  from  I 

tax  year  [ 

1925-26  J 


15,000 
15,000 
15  ,000 
45  ,000 


4-4-27 
3-16-27 
11-21-27 

12-15-27 


Current  indebtedness,  1925-26 
Current  indebtedness,  1925-26. 
Current  indebtedness,  1925-26 
Current  indebtedness,  1926-27 


15,000 
15  ,000 
15 ,000 
45 ,000 


Part  IV 


595 


TABLE  XX— Continued 

CRAVEN  COUNTY— Continued 
(■b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

S          1 ,575 

12-1-26 

$          1 ,575 

CUMBERLAND  COUNTY 

(a)  For  Schools 

S  236,320.92 

$  236,320.92 

(b)  For  Purposes  Other  Than  Schools 

8      350 ,000 
440 ,000 

Loan  to  State  highway  commission 

S      350 ,000 
440 ,000 

CURRITUCK  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

1926 

$          2,100 

General  fund 

S          2,100 

DAVIDSON  COUNTY 
(a)  For  Schools 

6-15-26 

I        25 ,000 
10,000 
10,000 
5,000 
25  ,000 
25 ,000 
50 ,000 
50 ,000 
20 ,000 
10,000 
10,000 
25  ,000 
25  ,000 

6-15-27 
9-10-27 
9-10-27 
9-10-27 
9-10-27 
9-10-27 
4-4-27 
7-4-27 
6-7-27 
6-7-27 
6-7-27 
12-23-27 
12-23-27 

$        25 ,000 
10 ,000 
10,000 
5  ,000 
25  ,000 
25 ,000 
50 ,000 
50 ,000 
20 ,000 
10 ,000 
10,000 
25  ,000 
25 ,000 

4M 

9-10-26 

4.95 

9-10-26 

4.95 

9-10-26 

4.95 

9-10-26 

4.95 

9-10-26 

4.95 

10-4-26 

4.90 

10-4-26 

4.90 

12-7-26 

4  90 

12-7-26 

4.90 

12-7-26 

4.90 

12-23-26 

IK 

12-23-26 

4.95 

(b)  For  Purposes  Other  Than  Schools 

2-11-26 

$        20 ,000 
10 ,000 
20 ,000 
10 ,000 
4,000 
25 ,000 
25  ,000 

2-11-27 
2-9-27 

2-11-27 
3-8-27 
3-8-27 
6-6-27 

6-10-27 

S        20 ,000 
10 ,000 
20 ,000 
10  ,000 
4,000 
25 ,000 
25  ,000 

4% 

8-9-26 

4% 

2-11-26 

9-8-26 

9-8-26 

12-6-26 

12-10-26 

Roads 

Roads 

Roads.-. 

Roads.-. 

4.90 

DAVIE  COUNTY 
(a)  For  Schools 

2-5-26 

$        23 ,000 
15  ,000 
12 ,000 

7-5-26 
7-15-26 
7-15-26 

i        23 ,000 
15 ,000 
12,000 

6 

2-15-26 

6 

2-15-26 

6 

596 


Report  of  Educational  Commission 


TABLE  XX— Continued 

DAVIE  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

5-2-26 

$        10,000 
5,000 
7,000 
10,000 

11-2-26 
11-2-26 
11-2-26 
10-27-26 

$        10,000 
5,000 
7,000 
10,000 

6 

5-2-26 

6 

5-2-26 

6 

4-27-26 

Roads 

6 

DUPLIN  COUNTY 
(a)  For  Schools 


9-7-26 
10-18-26 


45  ,000 
30,000 


3-7-27 
4-18-27 


Deficit. 
Deficit. 


45  ,000 
30 ,000 


4.70 
5 


(b)  For  Purposes  Other  Than  Schools 


11-24 
3-28-25 
9-26-26 


335  ,000 
55  ,000 
15  ,000 
26  ,500 


5-2-27 
3-22-27 
12-26-26 


Roads 

County  deficit 

Roads  and  bridges 

Interest  on  outstanding  notes. 


335 ,000 
55 ,000 
15,000 
26 ,500 


4.85 
4.90 


DURHAM  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


50 ,000 
370 ,000 
28  ,392 


County  home 

Roads... 

Accounts  payable 


50 ,000 

370 ,000 

28  ,392 


43^-6 
4M-6 


EDGECOMBE  COUNTY 
(a)  For  Schools 


3-6-26 
4-5-26 


20  ,000 
17 ,500 


8-28-26 
10-4-26 


Loan  to  board  of  education. 
Loan  to  board  of  education. 


20  ,000 
17,500 


4.70 


(b)  For  Purposes  Other  Than  Schools 


7-15-25 

1-6-26 

6-2-26 

6-9-26 

6-26-26 

6-26-26 


200 ,000 
90 ,000 
10 ,000 

200 ,000 
50 ,000 
50 ,000 


7-1-26 
7-6-26 
7-2-26 
5-7-27 
7-26-26 
7-26-26 


Roads 

Roads 

Roads 

Loan  to  state  highway  commission. 

Roads 

Bridges 


200 ,000 
90,000 
10 ,000 

200 ,000 
50,000 
50 ,000 


4H 

6 

4M 
5 
5 


FORSYTH  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


1926 
1926 
1926 
1926 


25 ,000 
75 ,000 
25 ,000 
25 ,000 


4-1927 
4-1927 
4-1927 
4-1927 


Roads 
Roads 
Roads 
Roads 


25 ,000 
75  ,000 
25  ,000 
25 ,000 


5V2 


5V2 

5V2 


Part  IV 


597 


TABLE  XX— Continued 

FRANKLIN  COUNTY 
(b)  For  Pubposes  Other  Than  Schools 


Date 
Incurred 


Amount 
Incurred 


Date  of 
Maturity 


Purpose 


Amount 
Outstanding 


Interest 
Rate 


20 ,000 
20  ,000 
15  ,000 
50 ,000 


General  fund 

General  fund 

General  fund . 

New  county  home 


$  20  ,C00 
20 ,000 
15  ,0C0 
50 ,000 


GASTON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


S        16,000 
100, COO 
50 ,000 
1C0  ,000 

S        16,000 
100,000 
50 ,000 
100,000 

6 

Roads -.- 

Roads 

Roads 

5 

iA 

4.15 

GATES  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


12-7-25      S  5 ,000  12-7-26         Debt  for  tick  eradication 


5,000 


GRAHAM  COUNTY 
(a)  For  Schools 


11-29-26 

9-11-26 

9-11-26 

9-4-26 

9-4-26 


10,007.74 
6,000.00 
7,135.00 
1,424.32 
3,080.00 


3-29-27 
2-4-27 
4-6-27 
2-4-27 

2-4-27 


Truck  notes 

Due  on  Stecoah  school  building  by 
county  board  of  education.  Approved 
by  county  commissioners;  not  signed 
by  county  commissioners 


4A 
VA 
VA 


(b)  For  Purposes  Other  Than  Schools 


6-1-26 
3-1-26 


100,000 
7 ,500  i 


6-1-28 
3-1-27 


County  (notes). 
Water  (notes)... 


10C  ,0C0 
7,500 


GRANVILLE  COUNTY 
(a)  For  Schools 


4-15-26 

%  15  ,CCC 
25  ,CC0 

5,000 
20  ,C00 
15 ,000 

5,000 
30  ,000 
20  ,000 
20 ,000 
14  ,000 
10,506 

11-12-26 

10-5-26 

10-5-26 

9-5-26 

9-23-26 

$  15  ,C00 
25  ,000 

5,000 
20  ,000 
15  .000 

5,000 
30  ,000 
20  ,C00 
20  ,000 
14,000 
10,506 

6 

3-5-26 

6 

3-5-26 

6 

3-16-26 

6 

3-23-26 

6 

5-8-26 

6 

5-4-26 

10-4-26 
11-14-26 
11-20-26 
11-20-26 

6 

5-14-26 

6 

5-20-26 

6 

5-20-26 

6 

Accounts  payable 

598 


Report  of  Educational  Commission- 


table  XX— Continued 

GRANVILLE  COUNTY— Continued 

(b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

%      220 ,000 
10  ,000 
7,223 
8,000 
11,000 
5,000 
5,000 

Loan  to  state  highway  commission 

S      220 ,000 
10 ,000 
7,223 
8,000 
11  ,C00 
5,000 
5,000 

5 

1-21-26 

9-1-26 
9-1-26 
3-2-27 
6-3-27 
5-1-27 
6-11-27 

6 

1-21-26 

6 

3-2-26 

6 

6-3-26 

6 

5-1-26 

6 

6-11-26 

6 

GREENE  COUNTY 
(a)  For  Schools 


5-1-25 


15 ,500 


Funding.... $        15,500 


(b)  For  Purposes  Other  Than  Schools" 


6-28-26 
8-7-26 
8-3-26 


30  ,000 
20,000 
10,000 


12-25-26 
1-5-27 
1-31-27 


County  purposes  and  roads  and  bridges 
Bond  interest  sinking  fund. 

Roads  and  bridges  and  county  purposes 


30  ,C00 
20  ,C00 
10  ,000 


GUILFORD  COUNTY 
(a)  For  Schools 


5-10-26 

S        5C  ,000 
50 ,000 
150,000 

7-9-26 
7-9-26 
10-8-26 

$        50  ,C00 
50 ,000 
150 ,000 

4.40 

5-10-26 

4.40 

6-10-26 

3.97H 

(b)  For  Purposes  Other  Than  Schools 


2-1-24 

7-1-24 
7-15-25 

4-8-26 
2-15-26 
5-26-26 
5-18-26 
5-26-26 

5-1-26 


400,000.00 
200,000.00 
150,000.00 

21,345.75 

30,000.00 
250,000.00 

20,000.00 
250,000.00 

44,928.52 


2-1-32 

7-1-29 

7-15-30 

7-9-26 

2-15-36 

11-26-26 

5-18-36 

11-26-26 

8-1-26 


Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 
Roads 


and  bridges, 
and  bridges, 
and  bridges. 
and  bridges. 
and  bridges, 
and  bridges, 
and  bridges. 
and  bridges. 
and  bridges. 


$  325,000.00 
120,000.00 
150,000.00 

21,345.75 

30,000.00 
250,000.00 

20,000.00 
250,000.00 

44,928.52 


HALIFAX  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


$        10,000 
10 ,000 
10 ,000 
10 ,000 
25 ,000 
65  ,000 
100 ,000 

1-1-27 
1-1-28 
1-1-29 
1-1-30 

2-24-27 

8-7-27 

4-30-27 

$       10 ,000 
10 ,000 
10 ,000 
10 ,000 
25 ,000 
65 ,000 
100 ,000 

5 

5 

5 

5 

5-24-26 

4.4 

8-27-26 

4.7 

8-30-26 

5 

Part  IY 


599 


TABLE  XX— Continued 

HARNETT  COUNTY 

(a)  For  Schools 


Date 

Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

S        15 ,000 

S        15,000 

(b)  For  Purposes  Other  Than  Schools 

5-15-26 
5-15-26 

5-15-26 


20,000.00 
20,000.00 
25,000.00 
2,500.00 
1,083.24 
1,346.10 
1,346.10 
1,346.10 
1,346.10 
2,000.00 


Interest 
Date 

1-1-27 

1-1-27 

1-1-27 

7-22-26 

Demand 

12-31-26 

6-30-27 

6-30-27 

6-30-27 

12-1-26 


General  county  fund 
General  county  fund 
General  county  fund 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 
Roads  and  bridges.. 


20,000.00 
20,000.00 
25,000.00 
2,500.00 
1,083.24 
1,346.10 
1,346.10 
1,346.10 
1,346.10 
2,000.00 


IREDELL  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


4M 

6 

6 

6 

6 

6 

6 

6 


HAYWOOD  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

9-1-26 

S      150 ,000 

1927 

Roads  and  bridges 

S      150 .0C0 

5 

HERTFORD  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

7-1-25 

S     11,493.66 

1927 

S     11,493.66 

6 

HYDE  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

t 

S        61 ,834 

6-28-26 
7-1-26 
7-2-26 
8-2-26 

1      100.0C0 

12  ,500 

250 ,000 

60  ,000 

100  ,000 

100,000 

70 .000 

240  ,000 

100  ,000 

125  .000 

50  .000 

70 ,000 

200  ,000 

150,000 

1-12-27 
1-15-27 
1-2-27 
2-2-27 
2-10-27 
3-13-27 
3-13-27 
3-15-27 
4-29-27 
4-22-27 
4-30-27 
5-15-27 

Roads 

General  countv  expenses 

Roads 

S      100 ,000 

12  ,500 

250 ,000 

60 ,000 

100 ,000 

100.000 

70 ,0C0 

240  ,000 

100,000 

125  ,000 

50 ,000 

70 ,000 

200,000 

150,000 

8-10-26 

4% 

9-13-26 

43A 

9-13-26 
1C-1-26 

Roads 

1C-9-26 

4% 

10-22-26 

Roads 

4% 

10-30-26 

4% 

11-15-26 
11-18-26 

Roads 

Roads.. 

4% 

11-18-26 

4-18-27 

4% 

•Report  not  itemized  as  to  purpose,  etc. 


600 


Report  of  Educational  Commission 


TABLE  XX— Continued 

JACKSON  COUNTY 
(a)  For  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

7-1-25 

$       45 ,000 

$        45 ,000 

6 

(b)  For  Purposes  Other  Than  Schools 


10-9-25 

$  400,000.00 

100,000.00 

122,000.00 

40,000.00 

5,000.00 

4,000.00 

6,000.00 

3,083.92 

150,000.00 

10-9-27 

9-15-27 

5-1-27 

12-29-26 

$  400,000.00 

100,000.00 

122,000.00 

40,000.00 

5,000.00 

4,000.00 

6,000.00 

3,083.92 

150,000  00 

5H 
6 

9-15-26 

10-17-25 

9-1-26 

1927-28 

9-1-25 

9-1-27 

5H 

JOHNSTON  COUNTY 
(a)  For  Schools 


12-1-26      $      222 ,340 


Building  fund. 


222  ,340 


(b)  For  Purposes  Other  Than  Schools 


10-21-26 
11-20-26 


63  ,500 
86 ,500 


1927 
1927 


General  county  fund. 
Convict  funds.    


63  ,500 
86  ,500 


JONES  COUNTY 
(a)  For  Schools 


5-10-24 
2-20-25 


20 ,500 
40 ,000 


Demand 
Demand 


Notes  to  J.  K.  Warren  and  J.  R.  Lowrey 
Notes  to  Bray  Bros 


20 ,500 
40 ,000 


(b)  For  Purposes  Other  Than  Schools 


12-15-26      $        35 ,000 


10-15-27 


Current  expenses. 


LEE  COUNTY 
(a)  For  Schools 


11-9-26 
9-6-26 


45  ,000 
10 ,000 


11-9-27 
3-7-27 


Sinking  fund. 


$        45 ,000 
10 ,000 


(b)  For  Purposes  Other  Than  Schools 


12-10-26 
1-8-27 
11-7-26 


10,000 
20 ,000 
4,000 


12-10-27 
1-8-28 
2-1-27 


General  county. 
General  county. 
Roads... 


$        10 ,000 

20 ,000 

4,000 


LENOIR  COUNTY 
(a)  For  Schools 


9-8-26     $        16,0C0 


3-8-27 


Part  IV 


601 


TABLE  XX— Continued 

LENOIR  COUNTY— Continued 
(b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

2-10-25 

S        13 ,500 
60 ,000 
50  ,000 
25  ,000 
60 ,000 
25  ,000 

Demand 
11-28-26 
10-28-26 
11-23-26 
11-28-26 
1-1-27 

S        12 ,300 
60 ,000 
50,000 
25  ,000 
60  ,000 
25 ,000 

6 

11-28-25 

5 

1-28-26 

5J4 

2-23-26 

5.15 

11-28-25 

5 

7-1-26 

*K 

LINCOLN  COUNTY 

(a)  For  Schools 

1926 

S        25 ,000 

1927 

I        25 ,000 

6 

(b)  For  Purposes  Other  Than  Schools 

1926 

t        50 ,000 
10  ,000 
27  ,000 
30 ,000 
25  ,000 

1927 
1927 
1927 
1927 
1927 

$        50,000 
10,000 
27 ,000 
30  ,000 
25 ,000 

4M 

1926 

5 

1926 

5 

1926 

5 

1926 

6 

MADISON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

11-1-25 
6-1-26 
7-1-26 

%      100,000 
235  ,000 
100,000 

7-1-27 
6-1-27 

7-1-27 

Loan  to  State  Highway  Commission... 
Loan  to  State  Highway  Commission... 
Loan  to  State  Highway  Commission. .. 

$      100 ,000 
235 ,000 
100 ,000 

5 
5 
5 

MARTIN  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

5-16-26 

S        20 ,000 
20 ,000 

11-15-26 
11-15-26 

$        20 ,000 
20 ,000 

5 

5-16-26 

5 

Mcdowell  county 

(b)  For  Purposes  Other  Than  Schools 

t 

$      388,035 

MECKLENBURG  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

1-20-26 

$      375 ,000 
100 ,000 

50 ,000 

65  ,000 

1-20-28 
Short  term 

notes 
Short  term 

notes 
Short  term 

notes 

$      375 ,000 
100,000 

50 ,000 

65  ,000 

4.59 

4.60 

4.75 

4.75 

•Report  not  itemized  as  to  purpose,  etc. 


602 


Report  of  Educational  Commission 


TABLE  XX— Continued 


MITCHELL  COUNTY 
(a)  For  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

9-7-26 

S        10 ,000 
10 ,000 

3-7-27 
4-9-27 

$        10,000 
10,000 

6 

10-9-26 

6 

(b)  For  Purposes  Other  Than  Schools 


1-6-26 


$      2,572.92 


1-6-27        Roads. 


$      2,572.92 


MONTGOMERY  COUNTY 
(a)  For  Schools 


1922        %        10,000         12-21-27 


10,000 


hYz 


(b)  For  Purposes  Other  Than  Schools 


6-12-26      $  5,000         12-12-27         Roads 


5,000 


VA 


MOORE  COUNTY 
(a)  For  Schools 


9-1-26 

% 

16 ,000 
15  ,000 

3-1-27 
3-27-27 

% 

16  ,000 
15  ,000 

5 

12-27-26 

5 

(b)  For  Purposes  Other  Than  Schools 


6-1-26 

1-3-27 

3-11-26 


25 ,000 

5,000 

25  ,000 


6-1-27 
4-23-27 
3-11-27 


Deficit.... 

Deficit 

Highway. 


25  ,000 
5,000 
25  ,000 


NASH  COUNTY 
(a)  For  Schools 


3-1-24 


60 ,000 
6,000 


S1954 


Refunding 

Balance  on  education  building. 


56 ,000 
6,000 


5H 


(b)  For  Purposes  Other  Than  Schools 


12,500 
200,000 


Addition  to  county  home 

Loan  to  State  Highway  Commission. 


12 ,500 
200 ,000 


NEW  HANOVER  COUNTY 
(a)  For  Schools 


t      180 ,000 


Notes. 


180 ,000 


Part  IV 


603 


TABLE  XX— Continued 

NEW  HANOVER  COUNTY—  Continued 
(b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 

Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

2-1-25 

S 

60 ,000 
16,000 
27,500 

2-1-27 
12-1-23 
2-1-26 

3       48 ,000 
10 ,000 
22 ,000 

5 

9-1-22 

5 

2-1-25 

5 

ONSLOW  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

12-18-26 
6-1926 

f 

100,000 

15,000 

100,000 

12-18-27 
3-2-27 

2-14-28 

Floating  indebtedness  androads 

S      100 ,000 

15  ,C00 

100 ,000 

5 
6 

2-14-27 

4% 

ORANGE  COUNTY 
(a)  For  Schools 

s 

23,224.25 

Various 

S    23,224.25 

6 

(b)  For  Purposes  Other  Than  Schools 

s 

166,000.00 
24,002.72 

Various 
Various 

3  166,000.00 
24,002.72 

6 

6 

PAMLICO  COUNTY 
(a)  For  Schools 

If 

25  ,000 

County  Commissioners  note  for  build- 

t        25 ,000 

(b)  For  Purposes  Other  Than  Schools 

$ 

200 ,000 
142  ,500 

Loan  to  State  Highway  Commission... 

I      200 ,000 
142  ,500 

PASQUOTANK  COUNTY 
(b)  For  Purposes  Other  Than  Schools 

10-23-26 

$ 

5,000 

10-23-27 

General  road  fund 

$          5 ,000 

6 

PENDER  COUNTY 

(a)  For  Schools 

6-30-23 

? 

23 ,580 

3       23 ,580 

(b)  For  Purposes  Other  Than  Schools 

1-1-23 

I 

45 ,000 
100 ,000 

3        45 ,000 
100 ,000 

7-1926 

604 


Report  of  Educational  Commission 


TABLE  XX— Continued 

PERQUIMANS  COUNTY 
(b)  Fob  Purposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

1-15-26 

$      200 ,000 

1-15-28 

Loan  to  State  Highway  Commission... 

S      200 ,000 

5 

PERSON  COUNTY 
(a)  For  Schools 


12-22-26 
12-7-26 
10-5-26 
9-12-26 


15,000 
25 ,000 
20 ,000 
10 ,000 


6-22-27 
6-7-27 
4-5-27 

3-12-27 


15 ,000 
25 ,000 
20 ,000 
10,000 


6 

m 


(b)  For  Purposes  Other  Than  Schools 


12-7-26 


25 ,000 


County  home. 


%       25 ,000 


PITT  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


1-1-26 
7-1-26 


100 ,000 


About 
5-1-27 


County  roads. 


S      100 ,000 


5M 


POLK  COUNTY 
(a)  For  Schools 


7-1-23 

$ 

45 ,000 
30,000 
10,000 

% 

36 ,000 
30 ,000 
10 ,000 

6 

4-5-26 

1927 

1927 

Notes 

5lA 

2-16-26 

5l/2 

RANDOLPH  COUNTY 
(a)  For  Schools 

f 

190,500 

$ 

190 ,500 

(b)  For  Purposes  Other  Than  Schools 

$ 

182 ,500 
86 ,200 
185 ,000 

$ 

182 ,500 

86 ,200 

•  185  ,000 

*Loan  to  State  Highway  Commission... 

RICHMOND  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


1926 


60,000 


1926 


Roads  and  bridges. 


60 ,000 


4.90 


*Bond  issue  covering  these  items  is  being  advertised  for  sale  April  27,  1927. 


Part  IV 


605 


TABLE  XX— Continued 


ROBESON  COUNTY 
(a)  For  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

1926 

$          2 ,509 

$          2 ,509 

(b)  For  Purposes  Other  Than  Schools 


9-1-25 

$      450 ,000 

1925-26 

70 ,000 

1926 

10 ,000 

1925-26 

15 ,000 

1926 

2,491 

1933 


1927 


Highway  loan  notes 

Road  machinery  notes 

County  supplies  notes 

Roadwork — open  account 

County  supplies — open  account 


450 ,000 
70 ,000 
10,000 
15 ,000 
2,491 


ROCKINGHAM  COUNTY 
(a)  For  Schools 


10-6-25 

$ 

12  ,000 
6,000 

$ 

12 ,000 
6,000 

6 

10-26-25 

Trucks * 

5}i 

(b)  For  Purposes  Other  Than  Schools 


4-20-26 
5-18-26 


125,000 
50,000 


10-16-26 
11-14-26 


Uncollected  taxes,  1925- 
Uncollected  taxes,  1925. 


125  ,000 
50 ,000 


4.6 
4.5 


ROWAN  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


8-9-26 
4-15-26 

3-4-24 
3-12-26 


25 ,000 
35,000 
15 ,000 
15  ,000 


2-9-27 

10-15-27 

3-4-27 

3-12-27 


Bridges 

Roads 

Roads 

General  purposes 


25 ,000 
35 ,000 
15 ,000 
15 ,000 


4.75 
4.90 
6 
6 


RUTHERFORD  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


3-3-26 
6-15-26 
6-3-26 


300 ,000 
600,000 
75  ,000 


1927 
1927 
1927 


Roads ... 

Roads 

General  expenses 


300 ,000 
600 ,000 
75 ,000 


4.65 

4.5 

5 


SAMPSON  COUNTY 
(a)  For  Schools 


1924 
1925 
1926 
1926 
1926 


S    25,000.00 

41,000.00 

260,000.00 

5,211.04 

5,278.00 


S1944 
S1935 
1-3-27 
2-15-27 
3-1-27 


Building... 
Building... 
Building... 
Equipment 
Equipment 


22,500.00 
38,500.00 
260,000.00 
5,211.04 
5,278.00 


6C6 


Report  of  Educational  Commission 


TABLE  XX— Continued 

SAMPSON  CDUNTY— Continued 

(b)  For  Purposes  Other  Than  Schools 


Date 
Incurred 


Amount 
Incurred 


Date  of 
Maturity 


Purpose 


Amount 
Outstanding 


Interest 
Rate 


1926 
1926 
1926 


50 ,000 
10  ,000 
35  ,000 


3-11-27 

4-18-27 
5-1-27 


Roads 

Roads 

County  home. 


50 ,000 
10,000 
35  ,000 


SCOTLAND  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


6-1926 
6-30-26 


70,000.00 
8,623.33 


1927 


Grading  of  state  highway. 
Accrued  interest  unpaid... 


70,000.00 
8,623.33 


STANLY  COUNTY 
(a)  For  Schools 


STOKES  COUNTY 
(a)  For  Schools 


1925-26 

$        90 ,000 
60 ,000 
10,000 

$        90 ,000 
60 ,000 
10,000 

5-3-26 

5-15-27 
5-3-27 

5  1 

5-3-26 

5.1 

(b)  For  Purposes  Other  Than  Schools 

4-9-26 
6-7-26 

S        80 ,000 
40 ,000 
40 ,000 

4-9-27 
6-7-27 
3-6-27 

Improvement — roads  and  bridges 

$        SO  ,000 
40 ,000 
40 ,000 

5.20 
5 

7-6-26 

6 

5-4-27         Funding. 


£        78 ,000 


oK 


(b)  For  Purposes  Other  Than  Schools 


2-1-27 


8-1-27 


Roads  and  bridges. 


207 ,000 


SURRY  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


1925 


50 ,000 


1935  Roads. 


SWAIN  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


12-1-26 
12-13-26 
1-26-27 
1-26-27 


$  100 ,000 
10 ,000 
10 ,000 
10 ,000 


1927 
4-13-27 
5-26-27 
4-26-27 


Funding  notes 

Current  expenses- 
Current  expenses- 
Current  expenses 


$  100 ,000 
10.000 
10  000 
10 ,000 


5J-2 


4.65 
4.65 


IV 


607 


TABLE  XX— Continued 


TRANSYLVANIA  COUNTY 
(a)  Foh  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

7-1-23 

$        55 ,000 

S  1950 

$        51 ,000 

6 

(b)  For  Purposes  Other  Than  Schools 

2-15-26 

$      250 ,000 

45 ,000 
20 ,000 

2-15-28 

5-1-27 
5-4-27 

Roads — loan  to  State  Highway  Corn- 

$      250 ,000 
45 ,000 
20 ,000 

5-1-26 

5 

5-4-26 

5 

TYRRELL  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


9-1-26     $      156 ,000 


9-1-28         Loan  to  State  Highway  Commission 


156,000 


UNION  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


4-14-26 

t        21 ,000 

50 ,000 

25  ,000 

200 ,000 

4-14-27 
11-15-26 
11-15-26 

11-1-27 

S        21 ,000 

50 ,000 

25 ,000 

200 ,000 

4M 

8-7-26 
8-29-26 

Loan  to  State  Highway  Commission 

5 

5 

5-1-26 

Loan  to  State  Highway  Commission 

iH 

VANCE  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


8-28-26 

$      2,400.00 
1,300.00 
3,775.00 
5,000.00 
10,000.00 
4,133.50 

2-28-27 

2-28-27 

3-1-27 

3-10-27 

4-7-27 

7-5-27 

$      2,400.00 
1 ,300.00 
3,775.00 
5,000.00 
10,000.00 
4,133.50 

8-28-26 

WAKE  COUNTY 
(a)  For  Schools 

11-1-23 

$        50 ,000 

1924-28 

$       20 ,000 

53A 

(b)  Fo 

r  Purposes  Other  Than  Schools 

11-30-26 

$      185 ,000 
60  ,000 

$      185 ,000 
60 ,000 

5 

11-30-26 

4H 

608 


Report  of  Educational  Commission 


TABLE  XX— Continued 


WASHINGTON  COUNTY 
(b)  Fob  Pubposes  Other  Than  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

5-1-26 

1    25,000.00 
3,973.00 
3,230.43 
20,000.00 

5-1-27 
3-15-27 
9-13-27 
4-13-27 

$    25,000.00 
3,973.00 
3,230.43 
20,000.00 

6 

3-15-26 

6 

9-13-26 

6 

12-13-26 

6 

WATAUGA  COUNTY 
(a)  For  Schools 

$       75 ,000 

$       75 ,000 

(b)  For  Purposes  Other  Than  Schools 

$  125,000.00 
4,081.60 

Loan  to  State  Highway  Commission 

Road  in  Laurel  Creek  Township 

$  125,000.00 
4,081.60 

WAYNE  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


3-2-26 
5-1-26 


$      450 ,000 
200 ,000 


3-2-27 
5-1-27 


Roads. 
Roads. 


450,000 
200  ,000 


WILKES  COUNTY 
(a)  For  Schools 


75 ,000 


Notes  outstanding  against  Board  of 
Education 


75 ,000 


(b)  For  Purposes  Other  Than  Schools 


1-24-27 


15 ,000  7-24-27         Refunding 


15 ,000 


WILSON  COUNTY 
(b)  For  Purposes  Other  Than  Schools 


4-21-25 

J 

25 ,000 
12 ,000 

Demand 
1-6-27 

$ 

25 ,000 
12 ,000 

5 

7-6-26 

4 

YADKIN  COUNTY 
(a)  For  Schools 

1922 

S 

10 ,000 

1927 

$ 

10,000 

6 

Part  IV 


609 


TABLE  XX— Continued 


YANCEY  COUNTY 
(a)  Foe  Schools 


Date 
Incurred 

Amount 
Incurred 

Date  of 
Maturity 

Purpose 

Amount 
Outstanding 

Interest 
Rate 

8-15-26 

$        15,000 
15 ,000 
16 ,000 
25 ,000 

2-15-27 
10-4-27 
5-20-27 
11-1-27 

S        15 ,000 
15,000 
16,000 
25 ,000 

5.40 

10-4-26 

5.25 

11-20-26 

5.25 

9-1-26 

5.50 

(b)  For  Purposes  Otheb  Than  Schools 


8-14-26 
9-28-26 


$       30,000 
35,000 


2-14-27 
9-28-27 


Roads  and  bridges. 
Roads  and  bridges. 


$       30 ,000 
35 ,000 


39 


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640 


Report  of  Educational  Commission 


Percent- 
age of 
Taxes 
Levied 
Required 
for  Bond 
Interest 

19.7 
28.3 
27.6 
25.6 
23.8 

51.2 
18.1 
27.9 
23.9 
19.7 

26.2 
38.9 
21.8 
18.3 
16.46 

5.4 
15.0 
15.9 
25.0 
43.0 

10.6 
27.7 
21.9 

Total 
Annual 

Bond 
Interest 

$      213,943 
35,350 
76,375 
180,028 
76,898 

85,505 
48,357 
83,545 
102,659 
635,018 

50,663 
129,680 
106,141 
114,140 
219,434 

16,443 
28,830 
52,150 
-33 ,  375 

182,433 

29,385 
51,410 
59,380 

"3  o 

$  3,800,500 

668,000 

1,431,500 

3,243,500 

1,410,000 

1,483,000 

906,560 

1,481,000 

1,812,300 

13,058,750 

865,000 
2,213,000 
1,838,900 
2,083,800 
4,522,400 

303,500 
535,000 
948,750 
583,000 
3,508,200 

510,000 

866,000 

1,093,000 

a 

S  2,392,000 

195,000 

170,500 

1,338,000 

547,000 

828,000 

296,560 

646,000 

1,111,300 

1,309,500 

460,000 
1,643,000 
1,199,900 
1,122,800 

251,400 

87,500 
148,000 
389,750 
282,000 
707,000 

292,000 
806,000 
43,000 

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24.000 

15,000 

332,000 

375,000 

97,000 

508,000 

3 

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252,000 
582,500 
298,000 

575,000 
50,000 
571,000 
263,000 
330,000 

470,000 

271,000 

109,500 

18,000 

56,000 
120,000 

80,000 
281,000 
120,000 

168,000 
10,000 
98,000 

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134,000 
664,000 

80,000 

51,000 
959,000 

100,000 
96,000 

45,000 
166,000 

50.000 

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473,000 
575,000 
639,000 
340,000 

485,000 

240,000 

122,000 

1,493,000 

30,000 

125,000 

121,500 

2,181,000 

115,000 
267,000 
313,000 
20,000 
2,429,000 

50,000 
444,000 

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60,000 

225,000 

75,000 

250,000 
2,290,000 

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824,000 

250,000 

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642 


Report  of  Educational  Commission 


TABLE  XXV— AVERAGE  INTEREST  RATES  ON  BONDS  OUTSTANDING,  1926,  PAID  BY  COUNTIES, 

BY  DISTRICTS  AND  TOWNSHIPS,  BY  CITIES  AND  TOWNS,  AND  BY  ALL  UNITS  OF  LOCAL 

GOVERNMENT— BY  COUNTIES 


Average  Rate  Paid  By 

County 

Counties 

Districts  and 
Townships 

Cities  and 
Towns 

All  Local  Units 
of  Government 

5.019 
5.185 

5.817 
5.175 
5.671 

5.805 
5.299 
4.912 
5.613 
5.835 

5.132 
5.175 
5.149 
5.085 
6.000 

5.545 
5.854 
5.606 
5.668 
5.090 

5.169 
6.000 
5.202 
5.397 
5.303 

5.528 
6.000 
6.000 
5.000 
5.141 

5.439 
5.087 
4.818 
4.938 
5.300 

5.197 
5.107 
5.928 
5.146 
5.870 

5.025 
5.279 
5.389 
.      5.552 
5.379 

5.474 
6.000 

5.699 
6.000 

5.436 

5.600 

5.817 

6.000 

5.163 
6.000 

6.000 
5.641 
5.704 
6.000 
5.525 

4.979 
5.862 
5.364 
5.595 

5.262 

5.672 

5.836 

5.347 
5.844 
5.827 
5.836 

5.162 
5.604 
5.303 
5.377 
5.667 

5.754 
4.408 
5.522 
5.566 
5.655 

5.157 

5.417 

5.248 

5.727 

5.807 

5.068 

5.600 

5.148 

Caldwell        

5.389 

5.721 

5.821 

5.704 

5.826 

5.649 
5.384 
5.964 

5.531 

5.612 

5.523 

5.606 

5.289 

Clay              

6.000 

5.535 
5.718 

4.721 

5.929 
6.000 
6.000 
5.468 
5.814 

5.970 
5.353 
5.208 
4.897 
5.824 

5.546 
6.000  • 
6.000 
5.817 
5.595 

4.894 
5.645 
5.826 
5.563 
5.644 

5.515 
6.000 
4.925 

5.152 

5.484 

5.607 

5.129 

5.445 

6.000 

6.000 

5.476 
5.967 

5.973 
4.777 
5.478 
4.963 
5.805 

5.509 

5.387 

5.485 

5.547 

4.873 

5.260 

4.949 

5.729 

5.432 

5.373 

5.942 

5.275 
6.000 

4.846 
5.919 
5.881 
5.829 
5.587 

5.303 

5.872 

Guilford 

4.885 

5.598 

5.751 

5.695 

Henderson 

5.519 

Part  IV 


643 


TABLE  XXV— Continued 


. 

Average  Rate  Paid  By 

County 

Counties    ', 

Districts  and 
Townships 

Cities  and 
Towns 

All  Local  Units 
of  Government 

Hertford 

6.000 
5.303 
6.000 
5.067 
5.980 

5.422 
5.132 
4.976 
5.658 
5.250 

5.563 
5.198 
5.437 
5.536 

5.137 

5.837 
5.737 
5.699 
5.130 
4.949 

5.212 
5.288 
5.228 
5.703 
5.195 

5.934 
6.000 
5.369 
5.453 
5.621 

5.028 
5.093 
5.018 
5.249 
5.700 

5.113 
5.407 
4.827 
5.464 
5.467 

5.389 
5.642 
5.755 
6.000 
5.772 

6.000 
6.000 
6.000 
5.562 
6.000 

5.684 
6.000 
5.257 
5.126 
6.000 

6.000 
6.000 
5.530 
5.900 

4.947 

5.897 
5.968 
5.532 
5.903 

6.000 
6.000 

6.000 

Hoke - 

5.652 

Hyde         

6.000 

Iredell      

5.364 
6.000 

5.734 
6.000 
5.543 
5.574 
5.465 

6.000 
6.000 
5.9138 
5.727 
4.755 

5.254 

5.989" 

5.629 

5.292 

5.335 

5.550 

5.454 

5.766 

5.334 

5.641 

5.665 

4.863 

Mitchell 

5.857 

6.000 
5.939 
5.956 
4.811 

6.000 
6.000 
5.581 
6.000 
5.031 

6.000 
5.756 
5.626 
5.822 
6.000 

5.408 
5.545 
5.774 
5.527 
5.467 

5.801 
5.840 
5.521 
5.738 
6.000 

5.589 
5.790 

5.679 

5.860 

5.772 

5.477 

4.852 

5.372 
5.833 
6.000 
6.000 
5.951 

5.512 
5.875 
5.000 
5.379 
5.968 

5.542 
5.609 
5.892 
5.109 
5.248 

5.640 
5.223 
5.900 
6.000 
6.000 

5.578 
5.500 
6.000 
6.000 
6.000 

5.418 

5.389 

5.497 

5.725 

5.200 

5.762 

5.936 

5.433 

Pitt            

5.547 

Polk         

5.843 

5.246 

5.389 

5.749 

5.329 

5.469 

5.501 

Sampson 

5.369 
5.360 

Stanly 

5.604 

5.787 

5.503 

5.660 

5.728 

Tyrrell 

6.000 

Union 

5.564 

5.669 

644 


Report  of  Educational  Commission 


TABLE  XXV— Continued 


Average  Rate  Paid  By 

County 

Counties 

Districts  and 
Townships 

Cities  and 
Towns 

All  Local  Units 
of  Government 

4.927 
5.505 
6.000 
5.817 
5.668 

4.927 
5.411 
4.823 
5.473 
5.864 

5.164 
5.004 
5.544 
6.000 
5.000 

5.095 
5.598 
5.638 
5.759 

5.078 
5.026 
5.623 
6.000 
6.000 

5.432 
5.922 
5.257 
6.000 
6.000 

5.051 

Wake -.- -- 

5.138 

5.605 

5.910 

5.800 

5.258 

Wilkes 

5.583 

5.194 

5.529 

5.902 

North  Carolina  (weighted  average)-  - 

5.330 

5.417 

5.242 

5.316 

646 


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650 


Report  of  Educational  Commission 


TABLE  XXVII— SUMMARY  OF  TOTAL  INDEBTEDNESS  OF  STATE  OF  NORTH  CAROLINA 

AND  ITS  SUBDIVISIONS* 

(a)  For  Schools 


Purpose 

Counties 

Districts 

and 

Townships 

Cities 

and 

Towns 

Total 

All 

Subdivisions 

State 

of 

North 

Carolina 

Total 
Indebted- 
ness of 
North 
Carolina 
and  Its 
Subdivisions 

$  18,300,404 
7,146,871 

$  40,031,233 
583  ,642 

$ 

$  58,331,637 
7  ,730 ,513 

$  15,000,000 

tS  58,331,637 

7,730,513 

S  25,447,275 

$  40 ,614 ,875 

$ 

$  66,062,150 

$  15,000,000 

t$  66,062,150 

(b)  For  Purposes  Other  Than  Schools 


Roads    and    bridges 

$  91 ,688  ,925 

11,998,492 

573  ,718 

8  ,053  ,985 

I    8,321,139 

$ 

$100,010,064 
16,645,703 
1,247,918 
15,685,503 
55,651,117 
48,470,557 

5  ,322  ,980 
13,312,900 

$  85 ,299  ,600 

$  185,309,664 

4,647,211 
188  ,200 

7,631,518 
55,651,117 
48  ,470 ,557 

5,322,980 
13,312,900 

16,645,703 

486  ,000 

1,247,918 

8,480,000 

24,165,503 

55,651  ,117 

48  ,470 ,557 

Electric    lights    and 

5,322,980 

1 ,892  ,5CC 

23 ,955  ,500 
9 ,438 ,000 

15,205,400 

Educational  and 
charitable   institu- 

23 ,955 ,500 

Notes    in    anticipa- 

9  ,438  ,C00 

839  ,844 

1,750,024 
1 ,083  ,820 

2 ,589  ,868 
1,783,320 

2,589,868 

Other 

699 ,500 

1,783,320 

Total  other  than 
school. 

$113,154^,964 

$    9,506,639 

$138,058,327 

$260,719,930 

$129,065,600 

$  389  ,785  ,530 

Total  for  all  pur- 
poses  

$138  ,602  ,239 

$  50,121,514 

$138,058,327 

$326,782,080 

$144,065,600 

f$  455,847,680 

"Indebtedness  of  State  of  North  Carolina  as  of  June  30,  1926;  indebtedness  of  subdivisions  as  of 
various  dates  between  June  30,  1926,  and  December  31,  1926. 

fEliminating  $15 ,000 ,000  borrowed  for  the  special  building  fund  for  schools,  which,  if  included  here, 
would  be  counted  twice.  This  item  is  eliminated  from  the  state  indebtedness,  because  the  state  acts 
only  as  an  endorser  or  guarantor  for  the  counties.    The  counties  levy  the  tax  to  pay  this  indebtedness. 


652  Report  of  Educational  Commission 


TABLE    XXVIII— A    STATEMENT    OF    THE    CURRENT    AND    CAPITAL    ASSETS    AND 

YEAR  ENDED) 

CURRENT  ASSETS: 
Cash  in  State  Treasury: 

Total  Cash  exclusive  of  Sinking  Fund  Cash $  17,427,683 

County  Notes  Receivable: 

Special  School  Building  Fund  Notes $  13,740,300 

State  Loan  (Literary)  Fund  Notes 1,266,752 

Emergency  Loan  Fund  Notes - 870 

15,007,922 

Securities  Held  in  Trust  for  State  Warehouse  System: 

Notes  secured  by  Mortgages $       364,595 

United  States  and  State  Bonds 222,350 

586,945 


Total  Current  Assets $  33,022,550 

CAPITAL  ASSETS: 
Sinking  Fund  Assets: 

Cash  in  Treasury $        485,721 

United  States  State,  County,  and  City  Bonds 4,409,000 

$    4,894,721 

Railroad  Stocks  Owned:  Par  Market 

N.  C.  R.  R.  Co - - $    3,200,000    $    4,350,290 

A.  and  N.  C.  R.  R.  Co.. 1,266,600  823,290 

Miscellaneous . 676,647  None 

5,173,580 

10,068,301 

Permanent  Investment: 

Highways;  Real  Estate,  Improvements,  Buildings  and  Equipment  at  the  Capital; 
Real  Estate,  Improvements,  Buildings  and  Equipment  at  various  locations  belong- 
ing to  the  State  Institutions  and  Activities — includes  all  the  State's  Permanent 

Investment (See  Statement  No.  12  of  The  Budget  of  the  State  of  North 

Carolina,  for  the  biennium  1927-1929) 189,986,564 


Total  Capital  Assets $200,054,865 


Part  IV  653 


LIABILITIES  OF  THE  STATE  OF  NORTH  CAROLINA  AS  AT  THE  CLOSE  OF  THE  FISCAL 
JUNE  30,  1926 

CURRENT  LIABILITIES: 
Outstanding  Warrants: 

Auditor's  Warrants  Outstanding ___' _ %        651,791 

Liability  for  Trust  Funds: 

State  Warehouse  System  Cash S  21,488 

And  Investments  in  Mortgage  Notes  and  Bonds 586,945 

— 608,433 

Reserves  for  Special  Funds: 

Special  School  Building  Fund: 

Cash $        828,421 

County  Notes  Receivable 13,740,300 

S  14,568,721 

State  Loan  (Literary)  Fund: 

Cash $  8,239 

County  Notes  Receivable ,...         1,266,752 

1,274,991 

Emergency  Loan  Fund: 

Cash $  1,441 

County  Notes  Receivable 870 

2,311 

Permanent  Improvement  Fund — Cash 1,517,803 

State  Highway— Cash 9,960,802 

Other  Special  Funds— Cash 3,167,874 

30,492,502 

Credit  Balance  in  the  General  Fund  (Cash) 1,269,824 

Total  Current  Liabilities,  Reserves  and  Credit  Balance $  33,022,550 

CAPITAL  LIABILITIES: 
Outstanding  Bonds  and  Notes: 

State  Highway  Bonds $  69,999,600 

And  Notes  anticipating  Bond  Sales... 15,000,000 

$84,999,600 

Chowan  River  Bridge  Notes  anticipating  Bonds  Sales 300,000 

Special  School  Building  Bonds $  10,000,000 

And  Notes  anticipating  Bonds  Sales 5,000,000 

15,000,000 

General  Fund  Bonds. 43,766,000 

$144,065,600 


CAPITAL  SURPLUS: 

Being  the  value  of  the  State's  Permanent  Investment  over  and  above  the  Net  Debt, 
the  Net  Debt  being  the  Outstanding  Bonds  and  Notes,  less  Sinking  Fund  Assets 
and  Railroad  Stocks 55 ,989 ,265 

Total  Capital  Liabilities  and  Surplus $200,054,865 


Part  IV 


655 


TABLE  XXIX— ONE  HUNDRED  FIRST  COUNTY 
ASSESSED  VALUATION,  TAX  RATES,  TAXES  LEVIED,  1926 
ASSESSED  VALUATION 


REAL  PROPERTY— 

Land S9, 299,644 

Manufacturing  property,  outside  towns 1,150,653 

Mineral,  timber,  water  power  properties 57,608 

Town  lots 8,507,648 


Total  real  property $19,015,552 


COUNTY-WIDE  TAX  RATES 
AND  ASSESSED  TAXES 


FOR  SCHOOLS 


Rate       Amount 


Total  6  months  term....  61.90     $173,216 


PERSONAL  PROPERTY— 

Livestock $    425,948 

Stock  and  fixtures 1,124,894 

Material  and  machinery 1,193,324 

Household  and  kitchen 242,932 

Net  solvent  credits 1,640,060 

All  other  tangible  and  intangible 360 ,  390 

Personal,  covered  by  items  48  to  80 971,870 


Total  personal  property $5,959,419 

CORPORATE  EXCESS— 

Railroad,  telegraph  and  telephone,  etc S2, 452, 674 

Bank  stock  excess 243,671 

Building  and  loan  excess 28,977 

Domestic  corporation  excess 282 ,  642 


FOR  PURPOSES  OTHER  THAN  SCHOOLS 

County  purposes 13.81  $38,649 

Poor 0.61  1,704 

Bridges  and  roads 20 .  04  56 ,  094 

Bonds  and  interest 22.32  62,450 

Miscellaneous 0.84  2,356 


Total 57.63    8161,253 


Total  excess  valuation.. $3,007,965 


Total  valuation  all  property  for  county-wide  taxation $27,382,936 

Total  valuation  all  property  for  district  and  township 

taxation 27,982,936 

Total  valuation  all  property  for  city  and  town  taxation. .  12 ,  639 ,  859 


Total  county-wide  taxes.  119.53      $334,470 

Total  district  and  township  taxes 110 ,444 

Total  city  and  town  taxes 121,798 


Total  property  taxes,  all  divisions.. $566, 712 


Total  taxes  for  six  months  schools $173,216 

Total  district  taxes  for  schools 93,704 


Total  assessed  taxes  for  schools S266.921 

Total  county-wide  taxes  other  than  school $161 ,253 

Total  district  taxes  other  than  school 16,739 

Total  town  aid  city  taxes  other  than  school 121,798 


Total  assessed  taxes  other  than  schools. 


$299,791 


Total  assessed  property  taxes  in  county  and  in  all  subdivisions  of 
county  for  all  purposes.. 


8566,712 


656 


Report  of  Educational  Commission 


TABLE  XXIX-THE  ONE  H 


For  Schools 

For  Purposes  Other  Than 

Building 

Funding 

Total 

Roads 

and 

Bridges 

Public 
Build- 
ings 

Rail- 
roads 

$  25,177 
395,767 

$  33,655 

$  58,832 
395,767 

$  762,782 
82,655 

$  95,473 

$    5,737 

4,860 

45,563 

1,882 

$420,954 

157,826 
4,546 

$  33,655 

37,814 

5,836 

$454,599 

195,640 
10,382 

$  845,437 

154,108 
556 

$141,036 
24,512 

$  12,479 

910 

$162,372 

183,003 
400,313 

$  43,650 

71,469 
5,836 

$206,022 

254,472 
406,149 

$  154,664 

916,890 
83,211 

$  25,422 
119,985 

$ 

Total  county-wideindebtedness,  bonded  and  current. 

5,737 
4,860 

46,473 

1,882 

$583,316 

$  77,305 

$660,621 

$1,000,101 

$166,458 

$  12,479 

*Drainage. 
"$1,520  for  land. 


Paet  IV 


657 


UNDRED  FIRST  COUNTY— INDEBTEDNESS,  1926— Continued 


Schools 

Total 
For 
All 

Purposes 

Funding 
Current 
Expenses 

Streets 

and 
Sidewalks 

Water 
and 

Sewer 

Electric 

Lights 

and  Power 

Fire 

Depart- 
ment 

Public 
Improve- 
ments 

Not 
Specified 

Total 

Sinking 
Fund 

54,225 

$ 

$ 

*  6,995 
473,689 

8- - 

$ 

$ 

$— 

$       918,217 

94,510 

1,321,828 

$       977,049 

490,277 

1,321,828 

$  33,092 
11,605 

67,558 

540,527 

52,610 

6,870 

133,129 

69,014 

$121,783 
26,315 

$540,527 

$480,684 

$  52,610 

$    6,870 

$133,129 

$ 

8,398 

$    2,334,555 

213,333 
556 
58,756 

$    2,789,134 

408,973 
10,938 
58,756 

$  122,590 

8,757 

15,984 

11,017 

620 

2,448 

**19,020 

$  35,072 

$  15,984 

$  11,017 

$       620 

$    2,448 

$ 

$  27,418 
8,398 

$       272,645 

1,131,550 

95,066 

1,380,584 

$       478,667 

1,386,022 

501,215 

1,380,584 

80,540 

6,995 
484,706 

76,315 

556,511 

53,230 

9,318 

133,129 

19,020 

$156,855 

$556,511 

$491,701 

$  53,230 

$    9,318 

$133,129 

$  27,418 

$    2,607,200 

$    3,267,821 

$  113,711 

